From chthonic devices to apodictic inquiry: Navigating tech in education

19 Feb

In the realm of education and technology, students must navigate a labyrinthine landscape, fraught with both potential and peril. There is an array of digital tools and platforms available that can help enrich the educational experience, but educators must approach their usage with caution and [sagacity]. For instance, certain applications and websites might appear innocuous on the surface, but are in fact rife with [chthonic device], designed to collect system information, steal saved passwords, log keystrokes, grant remote computer access to its controllers, and even activate cameras and audio recorders on infected machines.

To wield technology effectively in education, we must not only be tech-savvy, but also possess a thorough understanding of the pedagogical principles underlying the learning process. Digital resources and online tools can be powerful enablers of personalized, interactive, and dynamic pedagogies, and they must be used [circumspectly] to augment and enhance, as well as replace traditional pedagogies.

Technology can be a valuable ally in creating an equitable and accessible educational system, particularly in the wake of the COVID-19 pandemic. Remote learning technologies have proven be instrumental in breaking down barriers of geography, income, and disability, empowering learners to transcend the limitations of physical classrooms and learn at their own pace and convenience.

The transformative potential of technology in education will be realized if we foster a culture of innovation and [apodictic inquiry] that encourages risk-taking, exploration, and collaboration. To thrive in the 21st century, learners must cultivate a wide range of skills, including critical thinking, problem-solving, creativity, and versatility. These skills should be honed through the thoughtful and strategic use of technology, and also require a holistic approach to pedagogy that takes into account the diverse needs and learning styles of individual learners.

Technology can be a powerful tool for enhancing and augmenting traditional pedagogies, creating equitable and accessible learning opportunities, and cultivating the skills that learners need to succeed in a rapidly changing world. However, to fully realize its potential, we must approach it with discernment, judiciousness, an exploring mind, and be mindful of the potential perils of malicious software and intent. By doing so, we can create an educational system that fosters versatility, innovation, and equity, and empowers learners to achieve their full potential.

Now you must ask yourself, “How will I foster this type of learning?”

Any best examples?


  1. Chthonic device: A type of malware that collects system information, steals saved passwords, logs keystrokes, grants remote computer access to its controllers, and has the capacity to activate cameras and audio recorders on infected machines. “Chthonic” refers to the underworld in Greek mythology, and in this context, alludes to the hidden and malicious nature of the software.
  2. Sagacity: The quality of being discerning, shrewd, and wise. It refers to the ability to make good judgments and wise decisions.
  3. Circumspectly: With caution, care, and prudence. It implies careful consideration of the potential risks and consequences of an action.
  4. Apodictic inquiry: A type of inquiry that aims to establish truths or facts with absolute certainty or necessity. It refers to the use of logical, deductive reasoning to arrive at incontrovertible conclusions.

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