Good education no shortcut to technology.

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Good education no shortcut to technology.

There are no good technical shortcuts for education. For schools with poor performance or limited resources, efforts to improve education should focus on better teachers and better administration. Information technology, if used, should be specific to specific USES, or limited to well-funded schools, whose fundamentals are unquestioned.

(note: because this article is written for government-funded education of primary and secondary schools in developing countries most interested in, so you should read “rich” in this context, the “average”, “typical” these conclusions are also associated with the large primary and secondary schools of developed countries.)

To support these claims, I will use four different pieces of evidence.

The history of electronics in school is littered with failures.

Computers are no exception, and rigorous studies have shown that it is incredible to use computers to produce positive education effects. The technology can only amplify education system’s teaching ability at best; It can make good schools better, but it makes bad schools worse.

Technology has a huge opportunity cost in the form of more effective non-technical intervention.

Many good school systems are good at not having too many skills.

The inevitable conclusion is that most school systems are neither necessary nor necessary for major investments in computers, mobile phones and other electronic products in education. In particular, the use of technology to repair poorly performing classrooms (or to replace non-existent classrooms) is futile. Besides, in addition to the rich, well-run schools, one – to – one computer programs can’t be recommended by conscience.

All of the evidence is independent, but I’ll use a single theory to explain why technology is tied together, is no substitute for good teaching them: high quality primary and secondary education is one of the first dedicated to the single bottleneck is constant power students climbed mount Everest wisdom. Although children are naturally curious, they need constant guidance and encouragement to keep up. For teachers, parents and mentors, caring for supervision is the only way to stimulate students’ class time, not to mention eight or twelve years.

While computers seem to attract students (which is their attraction), the transition between participation is fleeting, and the worst is the addictive distraction. Today or in the foreseeable future, no one technology can provide customized offer adult students attention, encouragement, inspiration, and even the occasional scold, therefore, try to use technology as a capable of teaching avatars, is bound to fail.

In terms of maintaining directional motivation, even those who focus on athletic ability are superior to any electronic multimedia carnival. (in October 2009, in an article on ETD James BonTempo also emphasized the importance of motivation, but BonTempo suggested that we should seek to motivate teachers and students of technology, but I think the technology is not suitable for the task. Take back this statement and agree to BonTempo, because his article actually shows that even if this is not possible, if neither the teacher nor the student is motivated to begin. 

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