Techno-Optimism Meets Schools: Schools Win (Part 1)
From Thomas Edison’s words on film revolutionizing teaching and learning in the early 1900s to the acclaim accompanying desktop computers overhauling K-12 schools in the early 1980s to MOOCs in the 2010s transforming higher education to BrainCo–software that tracks and uses students’ brainwaves in 2019–enthusiasm for the latest technological innovation is boundless. Every ill has a cure, every problem has a solution, and every school needs the latest software to boost students’ math test scores (Dreambox) or make English-speaking students fluent in French (Duolingo).
Anyone over the age of 40 recognizes this repetitive hype and dashed expectations when it comes to the promise of new technologies in schools. What is often missed in this familiarity with exaggerated claims for new technologies (i.e., access and use of new hardware, software, and now social media) is that schools do, indeed, end up extensively using the new stuff. They domesticate the technology to fit what already exists.
In other words, techno-optimists win in getting much of their hardware and software into schools and classrooms but lose badly in seeing that what occurs as a result falls far short of their dreams of faster, more, better, and personalized teaching and learning. And schools win by having access to new technologies while tailoring their use to fit the “grammar of schooling.”
Nearly three decades ago, I wrote a few pieces on this techno-optimism (see here and here) when it comes to public schools and posed three scenarios then. In the intervening decades, each of these scenarios have real-life evidence that they occurred. Yet one in particular–here’s the spoiler–exists now.
Here are the three scenarios I sketched out in 1992.
The techno-optimist’s dream: electronic schools of the future now. These are CONTINUE READING: Larry Cuban on School Reform and Classroom Practice | Just another WordPress.com weblog