The Lack of Evidence-Based Practice: The Case of Classroom Technology (Part 3)

Larry Cuban on School Reform and Classroom Practice

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Parts 1 and 2 of this series made the case that when it comes to putting technology into classrooms, political reasons trump evidence from research and experience time and again. The lack of evidence supporting policymakers putting new devices and software into classrooms (e.g., produce gains in student test scores, transform teacher-centered into student-centered classrooms, and prepare children for entry-level jobs) is an open secret. Because public schools are political institutions reliant upon taxpayers and voters, beliefs–a.k.a. political ideology–have far more clout than evidence-based studies when  purchasing new technologies. And these beliefs (e.g., technology modernizes schooling, increases confidence of stakeholders in public schools, and saves time and money in testing) dominate policymaker thinking now.

While it would be forthcoming of top public and private decision-makers to stop using a fig leaf of evidence to hide the nakedness of their arguments, the official  reasons for deploying new technologies remain in play. …

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