When it comes to policymakers calling for data-based decisions and evidence-based practice, the purchase and use of tablets, laptops, interactive whiteboards and academic software miss that call miserably. The fact is that no substantial basis in research findings or existing data on the academic effectiveness of classroom technology warrant the boom-town spread of classroom devices. If so, how come so much money is being spent?
In a New York Times‘ op-ed piece Susan Pinker lays out a once-over-lightly sad story of how technology for low-income children here and abroad has failed. The op-ed format, however, falls short in presenting the full array of evidence of either minimal effect, no-effect, or even negative effect of technology upon student academic achievement.
Since 2010, laptops, tablets, interactive whiteboards, smart phones, and a cornucopia of software have become ubiquitous. Yet has academic achievement improved as a consequence? Has teaching and learning changed? Has…
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