From The Revenge of the Monsters of Educational Technology, by Audrey Watters, loc 1187:
Many of us in education technology talk about this being a moment of great abundance—information abundance—thanks to digital technologies. But I think we are actually/ also at a moment of great austerity. And when we talk about the future of education, we should question if we are serving a world of abundance or if we are serving a world of austerity. I believe that automation and algorithms, these utterly fundamental features of much of ed-tech, do serve austerity. And it isn’t simply that “robot tutors” (or robot keynote speakers) are coming to take our jobs; it’s that they could limit the possibilities for, the necessities of care and curiosity.
Understanding this relationship between austerity and abundance strikes me as a crucial question of political theory. One which we evade if we reduce the former to the latter or vice versa, seeing abundance as negating austerity (as Tyler Cowen does, for instance) or austerity as negating abundance (by robbing it off its social significance as a cultural change).