The Technology Counts 2015 report from Education Week looks at the current state of U.S. classroom technology and how digital resources are (and are not) living up to the promise to transform learning. As with the AAP PreK-12 Learning Group’s recent panel Edtech Reality Check, Technology Counts finds that while technology is making a difference in some schools, there is no scalable solution that has been successful in a wide range of classrooms. In the accompanying article, “Why Ed Tech Is Not Transforming How Teachers Teach,” Benjamin Herold writes that teachers are still working on incorporating digital resources into their lessons rather than using technology as a catalyst to discover new ways to engage students.
“…a host of national and regional surveys suggest that teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
Researchers have identified numerous culprits, including teachers' beliefs about what constitutes effective instruction, their lack of technology expertise, erratic training and support from administrators, and federal, state, and local policies that offer teachers neither the time nor the incentive to explore and experiment.”
Read “Why Ed Tech Is Not Transforming How Teachers Teach,” by Benjamin Herold, Education Week (June 10, 2015)