Approaching the end of another calendar, the inevitable (and lazy) flood of year-end recaps and forecasts for some undefined future is beginning to trickle in.
In that latter category, one writer is very optimistic about the “next wave” of educational technology, ending his column that tries to make that case with this:
At this point, America’s education system finally has all the key building blocks in place: The infrastructure is solid, almost every student has a device and wireless internet access, schools and educators (at all levels) are now much more comfortable working with technology and data, and thousands of entrepreneurs are working—not just with early adopters, but increasingly with early mainstream schools and educators—to bring edtech and personalized learning to the masses.
This is why I’m optimistic about the next decade of educational technology and innovation. I can’t wait to see how the next chapter unfolds!
Ok. Except that he has all kinds of bad assumptions jammed into just that one paragraph
Start with the statement that the “infrastructure is solid” in schools. It’s true that the vast majority of US classrooms are connected to the internet. But the number with adequate bandwidth is much, much lower, especially in high poverty rural and urban areas.
Even worse is his claim that “almost every student has a device”. I suppose if you average out everything, it might be close to 1:1. But even if you can claim a 1:1 ratio in your school/district, that doesn’t mean every student has the same quality of device1. Or can accomplish the same quality of work with the equipment and software available. That’s true even in the very rich overly-large school district that used to employ me.
Finally, there’s the line about educators being “much more comfortable” using technology and data. I’m pretty sure most teachers are “comfortable” with the tools they use. The digital grade book, attendance systems, Word. Most are not at all comfortable with tools for meaningful learning, especially when it’s students using that technology in creative ways.
However, all of that really doesn’t matter. When it comes to being optimistic about educational technology, this particular column is not at all about student learning or even teacher productivity.
The writer is a “general partner” at a venture capital firm, one that specializes in “disruptive education” startups. His optimism is all squeezing as much profit as possible from the education technology companies in which they’ve invested. Profit which will ultimately come from schools and districts at the expense of other priorities.
After all, there’s a bear market in all that “personalization” and data collection.
1. A Chromebook is NOT a computer. Don’t tell me otherwise because I’ve used both and Chromebooks do not compute. But that’s a rant for another day.