Stephen Downes and Wesley Fryer both took aim at a news article that appeared today, Study eyes effect of tech on classroom. Wesley talked about the need for good teaching before any technology, including paper and pencils, can make a big difference. And I agree. Stephen hailed the power of technology in and of itself to foster learning. I’m inclined to agree there, too, if we don’t narrowly predefine the learning objectives.
But there’s another dimension to this story that I think we need to look at. The first line of the AP article said,
WASHINGTON — Going high-tech doesn’t lead to higher math and reading scores, according to a federal study.
Nowhere in the article does it say anything about learning. This story is all about technology and test scores related to NCLB. There’s a more detailed story in the Washington Post, Software’s Benefits On Tests In Doubt: Study Says Tools Don’t Raise Scores, which gives a little more information about this research. There we get to see a defense of the software programs, not from a software industry spokesman as you might expect, but from a representative of the Dept. of Education:
“We are concerned that the technology that we have today isn’t being utilized as effectively as it can be to raise student achievement,” said Katherine McLane, spokeswoman for the Department of Education.
To me, this is blatant promotion of these commercial products by the US DOE, every bit as outrageous as government officials favoring certain reading programs for Reading First grant money. Also note that
Industry officials played down the study and attributed most of the problems to poor training and execution of the programs in classrooms.
Blaming teachers for failed policies and poor program design is sport in the US these days. Everyone gets a shot, even the builders of mediocre e-learning products. And the news media do their part as publicity agents for this propaganda. The government funded this study, and when the results didn’t serve the industry’s need, they jumped to their own conclusions about teacher training, poor execution…it doesn’t matter. They don’t care. Who needs research?
This is such a farce.
It couldn’t be that the product is bogus. It couldn’t be that it does exactly the same thing as the paper and pencil worksheets that every teacher has in their file cabinet for a tiny fraction of the cost of the technology “solution.”
It could be that the whole thing is a massive scheme that begins with developing standards and tests, which in turn create a market for a range of products that schools wouldn’t otherwise want.
It seems like every education news story in the US is about NCLB nowadays. Read Teacherken’s post on the subject for a more detailed political analysis, and a bit of history on the study itself. Read through some of the 300+ comments.
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It also creates a market for ridiculous tests–how about the 8th grade NY State tests in English and Social Studies? When I worked there a few years ago, the essays on the English tests weren’t scored for content, only for syntax and grammar. The Social Studies essays, meanwhile, were only scored for content–we never told the kids this, but it was possible to get a very good score without writing a single complete sentence.
Think about how much money is bound up in these tests, and how many people would lose their jobs if the tests were combined. Think about all the money the state would save if it reallocated those resources to something that might actually benefit students in the here and now. Then weep.
To borrow from Seuss…
“But I think the most likely reason of all”….the most likely reason is that to remove technology ultimately removes access to information, especially to those most needing a voice, needing to connect and share, needing to be in the “information age” and BE heard.
What has tech done…questioned authority, been the greatest sign of democracy I’ve seen, brought ways to debate ed policy, exposed the utter corruption….and to the young brought ways to think and connect and become a part of what is the future. Think EPA, let the earth go to…..bring about the demise of the agency meaning. Where is their dream to make technology richer, more purposeful, where the inspiration? If the point is only we don’t do it well where are the obvious reasons and the ways to help do it better? It’s just a sad time right now. Sad.
This is ALL about the Politics of information. On the one hand you have Negroponte telling you for 100 dollars everyone can be on-line. I have 19 kids, one with home access. I know EXACTLY what is being said. Sorry another reason I’m digging a deeper hole into impossibilities.
Studies like the one you so heroically bring forward are nothing more than Big Bro. Thank you I was so furious over the timing and this I could hardly breath. I myself see it all as another way to threaten thinking educators who are trying to do something of worth. It just hit me as propaganda.
When I hear all of these study makers put their own personal children in tech free zones for their learning…then I’ll do a bit more pondering. As I watch the assault mount I just go to the ultimate end point, which is that you actually consider removing technology from those who we know will be in a technology based world-that’s a really smart move.. It’s almost gotten to the point where I wonder if these tests are the newest cult.Worship at that altar…it’s all done to improve test outcomes… At some point a child’s life, love of learning, their future isn’t something that might shape a few studies….it’s their ability to shape our futures. I’m so tired I can write to this and not sound emotional….I’m sorry.
You are right, this is simply acknowledgement that the products studied, all big test prep products, don’t improve test scores. No surprise there.
The issue is the headlines generated from this get it wrong. This study says nothing about the use of technology in education, which can involve a wide range of software, hardware, student experience, and teacher involvement.
The problem is that advocates of educational technology (me included) have allowed anything that plugs in in a classroom to be heralded as an advancement. It’s time to stop applauding when active whiteboards get bolted to the wall and start asking if students are actually doing anything with them.
My take on this is here. http://blog.genyes.com/index.php/2007/04/05/headlines-that-wont-help/
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