Lately, talk about data privacy is taking center stage in Washington. And, recently, technology giant Intel has joined in the public discourse by creating a draft bill for a federal data privacy law.
As a mother that has followed the big tech firms over the past few years and their gold-rush for my children’s education data, I am completely skeptical of this proposed law. And, there is ample evidence that what Intel wants is data interoperability, not data privacy.
Evidence: Intel’s partnership with UNESCO, Microsoft, Cisco and the International Society for Technology in Education (ISTE)
In 2011, Intel partnered with the United Nation’s education division UNESCO—along with Microsoft, Cisco and the International Society for Technology in Education (ISTE). These groups have been behind standards for data interoperability since their inception and have worked tirelessly to ensure that neither teachers nor children could escape the long arm of big data. They developed UNESCO’s “ICT Competency Framework for Teachers” which is used to train teachers, worldwide, how to implement technology for teaching and learning.
What’s so bad about using technology for teaching and learning? Well. For me, it’s about who controls what is taught and learned. Interoperable data systems serve two purposes
- to enrich technology companies and their “education” partners
- to eliminate local curriculum and assessment control
With the help of these groups and their partners under Race to the Top reforms, most of the major assessment and curriculum companies have adopted common data standards so that systems can interoperate (share) children’s and teacher’s private learning information across platforms. This was made possible through the Every Student Succeeds Act (see here). So, while Intel’s data privacy law may look benevolent, it likely carves out loopholes that it and its “education” partners can benefit from while gutting the privacy rights of children and teachers.
Important facts that unveil the goals of these groups…
UNESCO is one of the largest data overlords in the world, operating the Global Education Monitoring Report to coerce nations and states into adopting UNESCO’s Education 2030 Framework for Action. The Education 2030 Framework uses nations’ and states’ education accountability laws to control what children are taught and tested. US states were coerced into this Framework when they adopted Race to the Top reforms, after which UNESCO’s ICT Competency Framework was embedded in US Education law through the Every Student Succeeds Act. The technology Framework ensures that US states and schools comply with international requirements for “innovative assessments” (computer-adaptive assessments) and that schools hand over children’s private learning data—in real time.
Of UNESCO’s ICT Competency Framework for Teachers, Microsoft wrote:
“…it is not enough for teachers to have ICT competencies to be able to teach them to their students. Teachers need to be able to help students become collaborative, problem solving creative learners through using ICT so they will be effective global citizens.”
Microsoft has been a UNESCO partner since 2004 and shares their political goals. What they are telling parents is that a child will not be an “effective global citizen” unless the data shows that they are “competent.” A child will be deemed “competent” when they use technology to advocate for UNESCO’s political goals.
Intel’s Vice President of Government and Education, John Galvin, co-chairs a work group at UNESCO’s Broadband Commission with UNESCO’s Director-General, Irina Bokova (*see important note below).
John Galvin wrote the foreword to UNESCO’s Digital Skills Framework (again, this Framework is embedded in the Every Student Succeeds Act). In the foreword, Galvin wrote,
“I am honoured to serve with my fellow Broadband Commissioners on our shared commitment to support the United Nations’ Sustainable Development Goals. I look forward to increasing our collaboration to enable individuals everywhere to develop the twenty-first century skills required to thrive within our fast-changing broadband society.”
I don’t share in any UNESCO commitments. In fact, I find their education commitments to be an affront to my personal liberty. But, Intel supports UNESCO and its data-for-control Framework, not the privacy rights of teachers, children and their families. And, Intel also supports UNESCO’s definition for “twenty-first century skills.” Of these skills, UNESCO says “The world faces global challenges, which require global solutions. … Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies.”
What UNESCO defines as “global challenges”, I don’t. And I don’t think my children’s educations should be geared
*(For parents fighting Comprehensive Sexuality Education, it is important to really think through the fact that Intel’s John Galvin works arm-in-arm with UNESCO Director-General Irina Bokova to require that teachers use technology for teaching and learning. Bokova is a staunch supporter of Comprehensive Sexuality Education, see here and here. With the help of the International Society for Technology in Education (details below) UNESCO can ensure that Comprehensive Sexuality Education (CSE) will, eventually, be taught in all subjects through online learning. The “ICT Competency Framework for Teachers” sets the stage for CSE to be taught across most academic subjects, see: here.)
International Society for Technology in Education (ISTE):
ISTE sets international standards for teaching and learning. ISTE is headed by the Obama administration’s former Director of Education Technology Richard Culatta (more about him below). This is not by coincidence. ISTEcreated international education technology standards for teachers and students. These standards are effectively being used to control what teachers teach and what children learn—aligning teaching and learning to UNESCO’s political goals.
The ISTE standards are taking Common Core standards and making them international. (This explains why US Education Secretary Betsy DeVos has joined with the UN and the G20 education agenda). Common Core standards were designed to end local control over teaching and learning.
States typically revise their education standards every 7-8 years. Common Core was adopted in most states in 2010. It’s now 2018. Schools are now being shifted into the ISTE technology standards for teaching and learning without parents even being aware. National education standards really did mark the end of local standards, curriculum and assessment control. This gives new meaning to Secretary DeVos’ claim that “Common Core is dead.”
Of their ISTE Standards for Students (see pages 6-7), ISTE says, “At their core, the ISTE Standards are about pedagogy, not tools.” ISTE quotes UNESCO on global citizenship and then says, “technology provides a forceful means to enable students to connect with others and empower them to collaboratively and individually tackle authentic problems.”
Again, those “authentic” problems are political goals defined by UNESCO.
More about ISTE’s Richard Culatta:
Richard Culatta was a key player—if not, THE key player—behind the data interoperability and computer-adaptive curriculum and assessment reforms enshrined in the Every Student Succeeds Act. He knew that Common Core standards were setting the stage to control what a child learns. In fact, in his 2013 TedX talk, he bragged that personalized learning systems can track 100,000 pieces of personal behavioral information on every child, every day.
Think about this. If your child’s behaviors can be tracked, their political and moral values can easily be reshaped through computer-adaptive curriculum.
Richard Culatta moved from the US Department of Education to head up the technology reforms in Rhode Island (where ESSA’s data-based reforms were spearheaded) and then magically ended up as the CEO of the International Society for Technology in Education (ISTE). (Things that make you say, “hmmm?”)
ISTE and IMS Global:
IMS Global is the interoperable data guru of the data reforms in Race to the Top—now, enshrined in the Every Student Succeeds Act. In 2015, ISTE and IMS Global unveiled their white paper about building a “standards-based ecosystem for technology adoption and integration” in the classroom. The paper is called, “A New Paradigm for Decision-Making: A district leaders guide to
IMS Global is very open about their role in using Race to the Top and Common Core standards to push school districts into digital teaching and learning and data interoperability. Interoperable data systems mark the end of local curriculum and assessment control. See here and here.
Intel’s Lead Data Scientist Kathleen Crowe spoke at IMS Global’s 2016 quarterly meeting about Intel’s role in moving children into computer-adaptive learning. How can Intel’s lead data scientist speak at IMS Global without turning their backs on children and data privacy? They can’t.
Let’s not kid ourselves about Intel’s data “privacy” goals. Intel is all about data interoperability to help UNESCO indoctrinate children.
Years ago, I met a Microsoft engineer that said he was concerned when he realized that his 3rd grade daughter was using computer-adaptive curriculum at school. He said that there was absolutely no role for computer-adaptive curriculum or assessments in K-12 because, by their very nature, they are designed for behavioral assessment, not academic assessment. He was astonished that so many parents and schools have embraced it. And, he remarked that there was an obvious agenda behind it being pushed into schools.
Do you agree? Find out if your child’s teacher sees your child’s online curriculum or assessments, or if the teacher simply uses a data-dashboard to assign curriculum and assessments. That’s how UNESCO and ISTE—and the State Education Technology Directors Association (see here)—are training young teachers. Intel’s proposed federal “privacy” law facilitates UNESCO’s education vision