In this country we have a centuries long commitment to educational fads. We no sooner dump one fad than to embrace another. We have a kind of Pony Express approach to education reform, which unlike the Pony Express, doesn’t really go anywhere.
So, for quite some time here in the U.S. the fad has been “technology in the classroom” which has been recently boosted by a commitment to quite unnecessary group testing which is often computer-based, even though the students being tested often do not have sufficient computer skills.
Well, a recent OECD study (“Students, Computers and Learning: Making the Connection”) has found that despite billions of dollars of frantic government spending, where information and communications technologies are used, their impact on student performance has been “mixed, at best,” in the words of the OECD’s Andreas Schleicher. “In most countries, the current use of technology is already past the point of optimal use in schools,” said Schleicher. “We’re at a point where computers are actually hurting learning.” and “Technology in the classroom has so far had little positive effect on childhood learning.”
It also found that children may learn best with analog tools first before later adding digital platforms, and that a few hours per week of classroom screen time may be optimal for children, beyond which learning benefits drop off to diminishing, or even negative, returns (my emphasis).
I suspect that in this country, our politicians will listen more to the commercial hawkers of “education technologies” than they will researchers and that we will continue to waste billions of dollars and megahours of student effort, thus harming students, for decades to come.
The irony is the general recognition in this country of the superior educational system of Finland, which bases its educational practices on research, American educational research in the most. But we do not follow, we lead … because we are e-x-c-e-p-t-i-o-n-a-l! U-S-A! U-S-A! U-S-A!