Has the Personalized Learning Hype Worn Off?
Many, if not most, public school educators recognize the pattern. A new education buzzword or trend enters the conversation about public education. Proponents say it is nothing less than a “game-changer” that will “revolutionize” student learning. The hype surrounding this new idea is usually borderline messianic, but is backed by enormous amounts of corporate money. Anyone who raises the slightest objection or reservation is often branded a stuffy defender of the status quo.
The idea is embedded in a few school districts and steadily begins to expand. Within a year or two, it’s clear that – oops! – the promised positive results have yet to materialize. A backlash grows. By this point, tens if not hundreds of millions of dollars have been spent, time and resources have been wasted, and proven ideas about what really works in the classroom have been marginalized.
Sound familiar? The U.S. public education system has been squeezed by a series of half-baked innovations or “reforms” over the past couple of decades, driven by a “failing schools/bad teacher” narrative. The tireless activism of educators and their allies has, to certain extent, stalled the momentum behind many of these policies, including for-profit charter schools, vouchers, and high-stakes testing.
The latest education trend to find itself in the hot seat is personalized learning.
By now, most educators have heard of personalized learning. Many have implemented some version of it in their classrooms. No one seems to agree precisely on what personalized learning means and what it entails, beyond a CONTINUE READING: Has the Personalized Learning Hype Worn Off? - NEA Today
