Researchers at Harvard and MIT found that students enrolled in various MOOCs exploited a design feature to create multiple accounts in order to "harvest" correct answers from dummy accounts to earn better scores on their primary account.
Kids these days, amirite?
The answer is: no, I am not "rite," considering finding ways to cheat isn't exactly a new problem, so it should come as no surprise that within the institutional apparatus that is the academy, new modes of practice are challenged, resisted, overtaken, etc. by students. However, I don't link this article to shake my fist and shout "get off my lawn" to the cheaters out there, or to stim discussion among us about anti-cheating measures in technology. Rather, I think it's interesting to consider the many ways in which resistance emerges in the classroom.
How else does technology in the classroom contribute to students' resistance? Or--bear with me here--engage in its OWN forms of resistance?