It’s the first day teaching my fall 2020 “Mobile Media and Communication” graduate course and I’m excited to log onto Zoom. It’s been roughly six months since COVID-19 outbreaks in the United States caused seismic shifts in just about every aspect of life as we know it. Despite a virus-mandated crash course in academic adaptation, I have missed synchronous pedagogical interaction since the pandemic forced university life online. Yet, all of my enthusiasm is tinged with a pang of guilt. I am, after all, a critical media studies scholar aware of Zoom’s privacy, surveillant, and technical issues. As I say hello to some new and familiar faces mediated by a platform that’s become as synonymous with videoconferences as Google is to search engines, I can’t help but feel I’m not living my own advocacies—am I a fraud and a phony for using Zoom?

中文翻译：

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流行病教学法、Zoom 和监控课堂：在大流行病中践行我们的倡导所面临的挑战

这是我教授 2020 年秋季“移动媒体与通信”研究生课程的第一天，我很高兴登录 Zoom。正如我们所知，自美国爆发 COVID-19 以来，几乎在生活的方方面面都发生了翻天覆地的变化，这已经过去了大约六个月。尽管有病毒规定的学术适应速成课程，但自从大流行迫使在线大学生活以来，我一直错过同步教学互动。然而，我所有的热情都带着一丝愧疚。毕竟，我是一名批判性媒体研究学者，了解 Zoom 的隐私、监视和技术问题。当我向一些新面孔和熟悉面孔打招呼时，该平台已成为视频会议的同义词，就像谷歌对搜索引擎的代名词一样，我不禁感到我没有按照自己的主张行事——我是骗子还是假的使用缩放？