Educations Loud Voice
Educations Loud Voice – Or, When the Loudest Voice in the Room is Not a Credible Resource
Educations Loud Voice – The Paradox of Classroom Technology: Despite Proliferation and Access, Students Not Using Technology for Learning
Why is it that OUR Brightest Minds within Education, can’t see the Forest From the Trees?
AdvancED Research by Ludwig van Broekhuizen, Ph.D.
Governments, schools and systems as well as the philanthropic community have invested heavily in technology to keep up with the demands of 21st century learners. Even after years of huge public and private investments and the sheer number of technology-in-education initiatives (1:1 computing, e-Rate, P-TECH, STEM), one would think that students’ use of digital tools and technology for learning in K-12 settings would be ubiquitous. It is in fact the contrary. While the pervasive use of tablets, smartphones, laptops and digital education content is expanding around us, in the classroom, students are not actively using these technologies for learning—even within well-equipped classrooms where access is not the problem. AdvancED® research has found that examples of technology being put to use by students to strengthen learning are barely evident in classrooms today.
After conducting over 140,000 direct classroom observations in K-12 schools in the U.S. and across the globe, AdvancED has uncovered that there are still relatively few classrooms in which students’ use of digital tools and technology is a regular part of a student’s school experience.
Do Students Actually Use Technology for Learning In Classrooms?
Learners’ use of digital tools and other technology to support their learning in our K-12 systems continues to be sporadic and often not observed despite the proliferation of use outside of school. Based on an analysis of three years of direct classroom observations in K-12 schools across 39 states and 11 countries, AdvancED found there are still relatively few classrooms in which the use of digital tools and technology is a regular part of a student’s school experience. In more than half (52.7 percent) of classrooms direct observations show no evidence students are using technology to gather, evaluate, or use information for learning; two-thirds of classrooms show no evidence of students using technology to solve problems, conduct research, or to work collaboratively….
The Paradox of Classroom Technology: Despite Proliferation and Access, Students Not Using Technology for Learning