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Abstract“Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.

Adaptive remote instruction has led to important lessons for the future, including rediscovery of known pedagogical principles in new contexts and new insights for supporting remote learning. Studying one computer science department that serves residential and remote undergraduate and graduate students, we conducted interviews with stakeholders in the department (n=26) and ran a department-wide student survey (n=102) during the four academic quarters from spring 2020 to spring 2021. Our case study outlines what the instructors did, summarizes what instructors and students say about courses during this period, and provides recommendations for CS departments with similar scope going forward. Specific insights address: (1) how instructional components are best structured for students; (2) how students are assessed for their learning; and (3) how students are supported in student-initiated components of learning. The institution is a large U.S. research university that has a history of online programs including online enrollment in regular on-campus courses and large-scale open enrollment courses. Our recommendations to instructors across the scope of this department may also be applicable to other institutions that provide technology-supported in-person instruction, remote enrollment, and hybrid courses combining both modalities. CCS CONCEPTS• Applied computing → Distance learning; Interactive learning environments.