Yesterday, the New York Times began a series on technology and education (?Grading the Digital School?) on a decidedly downbeat note: the huge investment in digital technology ? nearly $2 billion a year in software alone, according to the paper -- may not be improving student performance.? [pullquote]?We've jumped on bandwagons for different eras without knowing fully what we're doing. This might just be the new bandwagon.?[/pullquote]
The Arizona school district that reporter Matt Richtel uses to illustrate the lengthy discussion (a front-page story in the Times' Sunday print edition) is the 18,000 student, K-8 Kyrene School District, which has invested $33 million in its digital system since 2005. ??Hope and enthusiasm are soaring,? writes Richtel, ?but not test scores.?
Despite the headlong rush to digitize our schools, there is, as Larry Cuban tells Richtel, ?insufficient evidence to spend that kind of money. Period, period, period.? ?Cuban also pooh-pooh's the ?student engagement? argument for computers. ?There is very little valid and reliable research that shows the engagement causes or leads to higher academic achievement,? he says.
Even Kyrene Superintendent David Schauer has his doubts, telling Richtel, ?We've jumped on bandwagons for different eras without knowing fully what we're doing. This might just be the new bandwagon.?
The story covers most of the essential bases, but, tellingly, makes only glancing references to curriculum. ?The familiar buzz phrases are there ? ?digital devices let students learn at their own pace, teach skills needed in a modern economy...