“I’ve despised using this software,” Bea, told Teen Vogue. “On one occasion, I was ‘flagged’ for movement and obscuring my eyes..."
m @mary__retta
26 Oct 2020
For my latest @TeenVogue column, I wrote about how the remote proctoring softwares that many schools are using are an enormous invasion of student's privacy. Thread ⬇️ teenvogue.com/story/exam-sur…
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'Students may also be prompted to do a “room scan” where they turn their computer camera 360 degrees to show that nobody else is in the room with them' why are we treating teenagers like this? the only thing they are learning is that nobody involved here respects or trusts them.

Oct 26, 2020 · 6:11 PM UTC

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Replying to @internetofshit
and the best thing is: It doesn't work and is (in Germany) probably an illegal invasion of privacy an not justified by the wish for examination fairness. Imagine three old professors hiding in the closet, under the kitchen table and behind the balcony curtain
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Replying to @internetofshit
My camera’s cable isn’t long enough for even be removed from the top of my monitor. Ha, take that!
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Replying to @internetofshit
THIS is the reason teachers want to know there’s nobody else in the room with a student:
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Replying to @internetofshit
Also teaches them to trust all software installs, all requests by software. An overly credulous population will not make the Internet better.
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Replying to @internetofshit
Gotta wear them down so they don't fight it when they start their 9-5
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Replying to @internetofshit
What if you don't have a webcam?
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Replying to @internetofshit
Which is, at least, a true lesson. A few good teachers and professors aside, institutionally zero schools trust or respect students at all.
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Replying to @internetofshit
There's all the thinking and scholarly analysis about how this pandemic is a chance to rethink education and make it better than before. And then there's this. 😬🤦🏽‍♂️
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Replying to @internetofshit
Not everyone is following this path. I completely redesigned the written exam of my Computer Networks class at University of Ferrara, adopting a different docimological approach ("test what you can do" instead of "test what you know") and trusting my students.
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