Technology Won't Fix America's Neediest Schools -- It Makes Bad Education Worse

theodp writes: In an adapted excerpt from Geek Heresy: Rescuing Social Change from the Cult of Technology, Univ. of Michigan prof Kentaro Toyama begins: "'Technology is a game-changer in the field of education,'" Education Secretary Arne Duncan once said, and there was a time when I would have agreed. Over the last decade, I've built, used, and studied educational technology in countries around the world. As a computer scientist and former Microsoft employee, I wanted nothing more than to see innovation triumph in the classroom. But no matter how good the design, and despite rigorous tests of impact, I have never seen technology systematically overcome the socio-economic divides that exist in education. Children who are behind need high-quality adult guidance more than anything else. Many people believe that technology 'levels the playing field' of learning, but what I've discovered is that it does no such thing."

Comments

Re:Shouldn't this be obvious?

[Anonymous Coward]

Well, and of course the biggest factor in educational outcomes has nothing to do with what happens at school--it's parents.

Re:Shouldn't this be obvious?

[Jason Levine]

My wife was a teacher. Her three biggest complaints were:

1) Parents who just didn't care. The child could be failing and my wife could try contacting them multiple times to try to help the child out, but the parents just couldn't be bothered. The parent sends the signal (both to the teacher and to the child) that the child and the child's education isn't important. Of course, the kid is going to pick up on that. (Kids are often smarter than we give them credit for.)

2) Parents who cared too much. This might be more of an issue because she taught in a private school. The parents would think that because they paid tuition, their kid deserved an A no matter what the quality of the kid's work. They wouldn't even bother looking at the child's work, but would march into my wife's classroom to demand that C-level work be graded as an A because "she works for them."

3) Administration that gets in the way. Sometimes the administration can help teachers out. They can assist in the previous 2 cases to back the teacher up and let the teacher do his/her job more effectively. All too often, though, administration comes up with "ideas" on how to improve teaching without consulting the teachers. This is analogous to a PHB deciding on a new coding strategy without consulting the programmers. When this happens, the teachers find themselves trying to be effective teachers while jumping through more and more useless hoops.

After my wife left the profession, a fourth obstacle really kicked into high gear as well:

4) Politicians/Private Companies. These people come in - either with a desire for profits or to draw in votes - with big ideas for how to improve education. They don't consult with teachers - and often will vilify them to silence any teacher objections - and will push their plans through. Like #3 above, teachers find themselves having to jump through increasingly complex hoops which render them incapable of teaching effectively. This, then, "proves" that teachers are no-good so that politicians and private companies can fire them to make way for more profitable employees who will stick to the private company provided teaching scripts.