This article from the New York Times on the use of technology in classrooms and test scores merited a response:
Dear Mr. Richtel–
I enjoyed your article “In Classroom of Future, Stagnant Scores” — but I have a key concern.
The entire “debate” around the use of technology in classrooms is focused around using new technologies to teach the same, old stuff. You cite a few studies, and there have been more globally (i.e., OECD) that agree with the finding that simply injecting technologies into the classroom will not make any difference. The *purposive* element (the “so what”) of what they’re being used for is not adequately addressed.
Instead of using these tools to teach centuries-old subject matter, perhaps we should instead use them to help us develop meaningful skills and personal knowledge — and to enhance our capacities to imagine, create, and innovate.
Any furtherance of using such devices for “teaching” ancient information hinders the potentials these technologies provide, and puts our children at risk by excluding them from the co-creation of opportunities in the 21st century. We need to create, not repeat.
Sincerely,
John W. Moravec, Ph.D.
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