Why have computers so overwhelmingly failed to become the academic panacea many expected them to be when they were introduced into the classroom over two decades ago?
---
Education is not broken.
For some reason, this is the most controversial statement that I regularly make … but I nevertheless maintain it is true.
It’s not surprising that the lion’s share of popular attention is aimed at those who would just as soon lay complete waste to the established academic model (needless to say, the media is not designed to support thoughtful, nuanced conversations around such topics) ...
But what often gets lost in this sensational rhetoric is the fact that across the globe, millions of deeply committed teachers are effectively guiding the cognitive and emotional growth of hundreds of millions of students every single day.
By no means am I suggesting that education is perfect or completely equitable, because it certainly is not … but just because some aspects of a system can be improved, it does not follow that the system as a whole is broken.
In my estimation, education isn’t dissimilar from any major social institution from the standpoint that, at any given moment, ~15-20% of the prevailing ideas and practices are ripe for evolution.
And, in our newest book '10 Things Schools Get Wrong (And How We Can Get Them Right)’, this is precisely where my co-author David Bott and I focus our attention.
Last month the two of us hosted a series of three free webinars to celebrate the release of the book, and I've posted the first one here.
In this particular webinar we tackle Chapter 7 of the book entitled ‘Computers: The Problem with Primary Function’.
During our ~40-minute conversation, we dissect some of the reasons why computers have failed to become the academic panacea that many expected them to be when they were introduced to the classroom over two decades ago.
We also discuss some ideas and strategies that all educators should consider as we continue to figure out the best ways to integrate technology into the learning models that have proven most effective over the past 100+ years.
#ComputersInTheClassroom #WillComputersReplaceTeachers #10ThingsSchoolsGetWrongBook
---
JARED COONEY HORVATH | PhD, MEd
Jared Cooney Horvath is a neuroscientist, educator, and author of the best-selling book 'Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick'.
He has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and over 250 schools internationally.
He currently serves as Director of LME Global, a company dedicated to serving teachers, students and schools through applied learning sciences.
www.lmeglobal.net/media​​
---
DAVID BOTT | PGDipEd, PGDipPsych
David Bott is the Associate Director of the Institute of Positive Education.
As an expert in applied wellbeing science, David has supported thousands of educators across the globe in designing and implementing system-level approaches to wellbeing.
David sits on the Dubai Future Council for Education and has published in prominent academic journals and industry periodicals. He currently serves on the board of the Positive Education Schools Association.
/ davidfbott