On November 6, surrounding the controversy caused by “smart classrooms,” the national education rumor refutation platform posted an article on the WeChat account saying that sorting through recent rumors related to the school's new technology, it is possible to summarize three typical common “misinterpretation/falsification” routines: the first is “Zhang Guan, Li Dai,” and the old picture is being reused. The second is “stealing concepts,” which confuses functional boundaries. The third is “excessive invocation,” which relates to vital interests. The article said that for colleges and universities, the key to solving questions is to “put communication first.” Before introducing a system involving behavioral records and data collection, schools should actively disclose to teachers and students: what kind of functions the system has, where the data is used, whether biological characteristics are involved, and whether there are alternatives other than collection. Only by putting the right to know in the hands of teachers and students and using transparency to break the “black box of technology” can we prevent misinterpretations caused by asymmetric information at the source. When schools take the initiative to put communication ahead, rumors and misunderstandings naturally lose their breeding ground.

On November 6, surrounding the controversy caused by “smart classrooms,” the national education rumor refutation platform posted an article on the WeChat account saying that sorting through recent rumors related to the school's new technology, it is possible to summarize three typical common “misinterpretation/falsification” routines: the first is “Zhang Guan, Li Dai,” and the old picture is being reused. The second is “stealing concepts,” which confuses functional boundaries. The third is “excessive invocation,” which relates to vital interests. The article said that for colleges and universities, the key to solving questions is to “put communication first.” Before introducing a system involving behavioral records and data collection, schools should actively disclose to teachers and students: what kind of functions the system has, where the data is used, whether biological characteristics are involved, and whether there are alternatives to collection. Only by putting the right to know in the hands of teachers and students and using transparency to break the “black box of technology” can we prevent misinterpretations caused by asymmetric information at the source. When schools take the initiative to put communication ahead, rumors and misunderstandings naturally lose their breeding ground.