Unsettling 'More Tech' Rhetorics in Educational Technology Research

Recognising that much HCI knowledge is built from the perspective of the Global North, this case study advances HCI efforts to understand how technologies, particularly educational technologies and innovation processes, can be understood from and in the Global South, through exploratory methods such as speculative design. We ran two workshops with twenty-four children aged five to eleven in rural schools in Colombia, exploring their perspectives on their education futures. We found that their visions of the future may support HCI practitioners to reconceptualise innovation and temporality in such contexts. We contribute one key principle, one provocation, and one practical learning which HCI researchers interested in decolonialising educational technologies may wish to consider in their own work.