Guest blogger Paul Teske is dean and University of Colorado
Distinguished Professor at the School of Public Affairs at the
University of Colorado Denver. In this post, originally published at EdNews Colorado, he reflects on the future of digital learning and Paul T. Hill’s recent paper in Fordham’s Creating Sound Policy for Digital Learning series, “School Finance in the Digital-Learning Era.”
For decades, some education pundits have predicted that technology
would radically alter and improve the delivery of educational services.
Radio, Ed TV, and computers in classrooms were all examples that were
highly touted in their time. And, while none of these has really had
much impact on student learning, a cottage industry has also developed
within academia to explain why – no changes to teaching approaches, use
of a mass media, poor content, lack of training, etc.
(I should note that I’m old enough to remember film-strips as a major
technology. In the exurban NYC town in which I grew up, teachers
sometimes engaged in strikes, despite a state law against it, and we
students would come to school anyway, to get enough days in to fully
meet state regulations for funding. We would wave to our striking
teachers and head into class rooms to watch educational film strips, in
the absence of real instructors).
Now, with widespread digital access and technologies, we may well be
on the cusp of a...