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Progressive Learning

This is not a book

The rhetoric is everywhere: technology has the potential to improve education.  Sentences using the words “technology” “potential” and “education” have been uttered for decades, in different languages, in different settings.  Talking about the potential of technology in education has become second nature to those of us in the field, and maybe even trite.

However, I’ve noticed an important shift:  The conversation has moved beyond speaking merely about the potential of technology.  Now, conversations seem to start with “Well… [long pause.  foot tapping.  stern glance] …now what?” In other words, “Where is the data?”.

We’ve convinced those that need convincing: policy-makers, funders, administrators, parents…  Governments of developed and developing countries have invested tremendous sums of money in educational technology, with the hope that it will alleviate the educational, social, and economic problems that plague their societies.

Educational technology projects are becoming increasingly accepted.  This is good news.  But the expectations of these project might be more than we can comfortably meet. Not to mention, we seem to have less data backing us up than we thought.

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