In this post, guest blogger Tom Vander Ark analyzes the latest installments in Fordham’s Creating Sound Policy for Digital Learning series. It originally appeared on the Getting Smart blog.
Fordham released two important papers today as part of the Creating Sound Policy for Digital Learning series. The first, Teachers in the Age of Digital Instruction,
is by the co-directors of Public Impact. Bryan and Emily Hassel are the
Malcolm Gladwells of education—they point to profound truths hiding in
plain sight. In short, this is the best current description of the
implications of digital learning on learning professionals.
The Hassel’s primary assertion is that in the age of digital
learning, “Teacher effectiveness may matter even more than it does
today.” I buy the argument that edtech will increasingly build basic
skill but they run the risk of being trapped in a Rocketship Education
rut—tech does easy stuff, teachers promote critical thinking. That’s one
currently useful pattern, but innovative delivery models are advancing
Their conclusion that “The elements of excellent teaching that are
most difficult for technology to replace will increasingly differentiate
student outcomes,” may be projecting a bit of the individual
practitioner past into a team based design-centric future.
The Hassels write about the implications for individuals but I’m a
fan of design thinking—systems and cultures matter more than individual