Student-management software was first developed by locally operated companies about 15 years ago, before being slowly acquired by larger education technology firms, and now accounts for a big chunk of the $8.38 billion ed-tech market. Those within the industry are very optimistic about its expansion. These systems have the potential to rethink the ways that schools assess students, Flanagan said, beyond the traditional quizzes and tests—for example, through data dashboards that measure students’ emotional state, level of engagement, and mood or motivation. One San Francisco start-up has created a program that utilizes motion-tracking and facial- and speech-recognition software to collect this type of data, which they say will increase hands-on, project-based learning.
Some parents have reported that this new software is an effective method for increasing communication between school and home. Many of my friends are very happy with this technology. One said that she learned that her daughter was struggling with reading by reviewing her marks on the online gradebook; the teacher never informed my friend of these issues. With this knowledge, she was able to get help for her daughter early in the year. Others have said that they’ve been able to correct teachers’ grading errors with these programs.
To respond the proliferation of these online gradebooks, the Harvard Family Research Project has a list of useful tips for administrators, teachers, and parents on how to effectively use these new tools. It recommends that parents strike a balance between monitoring data and allowing the child to progress at his or her own pace, noting that parents should avoid constantly checking online portals, also known as “e-hovering.”
Others are less impressed with the impact of this technology on family life. Madeline Levine, a clinical psychologist and the author of The Price of Privilege, described online gradebooks as “a miserable idea.” Teachers these days grade “everything,” even works in progress, she said, and the online gradebooks make these scores subject to constant inspection by parents—potentially discouraging kids from experimenting or making mistakes that are integral to learning.
This heightened adult surveillance of kids, Levine added, is precisely what they don’t need during this stage of development; it can create “robo-students” and exacerbate the already-distressing levels of stress, anxiety, and depression among teenagers. “As an adult, what would it be like to have your every move evaluated?” Levine asked.
At the same time, parents can get overly attached to the constant information rewards the software provides. “Your kid gets an A one day, then a C the next, and then an A the following day,” Levine said. “Parents end up logging in too many times. It’s seductive and addictive. One loses the ability to manage it.” When her children were in school, she found that she was logging in every day, so, she requested that school not send her any information. “There wasn’t anything there that I couldn’t learn from talking to my kids.”