The OECD has just released a report that concludes
There is little solid evidence that greater computer use among students leads to better scores in mathematics and reading.
Researchers tracked students in 31 OECD countries (including the U.S.) and measured their educational outcomes, as well as their use of technology at home and at school (including computers, Internet connections, and educational software).
I’ve been arguing for years that most Ed Tech is useless, and it’s because the companies that develop the apps don’t know anything about the learning sciences. The problem isn’t computers, or the Internet; the problem is with the pedagogical techniques and theories that are embedded in the new software. The OECD report supports my argument:
We have not yet become good enough at the kind of pedagogies that make the most of technology; adding 21st century technologies to 20th century teaching practices will just dilute the effectiveness of teaching.
The report doesn’t say much about how to align new educational software with the new science of learning, and with the reformed pedagogical approaches that work best to provide students with the deeper learning and thinking skills that graduates need. That’s why I’ve created a new master’s degree to teach how to combine learning sciences research, innovation, and software development (applications are open right now!) This study shows that we have to change the way we develop educational software, and ground technology in the science of learning.