From Popularity to Proof
For too long, education technology decision-making has been driven by marketing rather than merit. Investors, entrepreneurs — and, all too often educators — mistake scale for impact. We assume popular solutions have tapped into a fundamental need — and that they work to produce the results we want. And yet, there is precious little evidence that presents how and when technology impacts teaching or learning. And much of the research that purports to inform policy or practice fails to consider the diversity and complexity of educational institutions and school districts, classrooms and lecture halls. Gathering real evidence may not be easy. It may be expensive. But it is undoubtedly possible. And we owe it to our teachers, our students, and ourselves to ask informed questions and deliver the answers.