Good education has no technical shortcut.
Education has no good technical shortcuts. For schools with poor performance or limited resources, efforts to improve education should focus on better teachers and better management. The rationale for information technology, if it is used, should be specific to a particular purpose, or limited to well-funded schools.
To support these claims, I will use four different kinds of evidence.
The history of electronics in schools is full of failures.
Computers are no exception, and rigorous research has shown that the positive education effects of using computers are incredible. This technology can only enlarge the teaching ability of education system at most. It can make good schools better, but it can make bad schools worse.
Technology has huge opportunity costs in the form of more effective non-technical interventions.
Many good school systems are good at not having too many skills.
The inevitable conclusion is that most school systems do not need or need significant investments in computers, mobile phones and other education electronics. In particular, it is futile to use technology to repair (or replace) underperforming classrooms. Besides, apart from being rich and well-run schools, conscience can’t recommend one-on-one computer courses.
All of the evidence is independent, but I’ll get in touch with a theory to explain why technology together, cannot replace good teaching: primary and secondary school education of high quality is the first dedicated to a single bottleneck is the wisdom of the constant force students to climb mount Everest. Although children are naturally curious, they need constant guidance and encouragement to keep up. For teachers, parents and teachers, caring supervision is the only way to motivate students’ school hours, not to mention eight or twelve years.
While computers seem to attract students (that’s their attraction), the transition between participation is brief and, worst of all, addictive distractions. Today or in the foreseeable future, not a kind of technology can provide custom adult students attention, encouragement, inspiration, and even the occasional scold, therefore, as far as possible use of technology as a capable teaching embodiment, is bound to fail.
(in October 2009, in an article about ETD, James BonTempo also emphasized the importance of motivation, but BonTempo suggested that we should seek to motivate the teachers and students of technology, but I don’t think the technology is suitable for the task. Take it back and agree with BonTempo, because his article actually shows that even if it’s impossible, if neither teachers nor students have the motivation to start.