Six Challenges for Educational Technology
Six Challenges for Educational Technology
Chris Dede George Mason University Many exciting applications of information technology in schools validate that new technology-based models of teaching and learning have the power to dramatically improve educational outcomes. As a result, many people are asking how to scale-up the scattered, successful “islands of innovation” instructional technology has empowered into universal improvements in schooling enabled by major shifts in standard educational practices. Undertaking “systemic reform” (sustained, large-scale, simultaneous innovation in curriculum; pedagogy; assessment; professional development; administration; incentives; and partnerships for learning among schools, businesses, homes, and community settings) requires policies and practices different than fostering pilot projects for small-scale educational improvement. Systemic reform involves moving from utilizing special, external resources to reconfiguring existing budgets in order to free up money for innovation. Without undercutting their power, change strategies effective when pioneered by leaders in educational innovation must be modified to be implemented by typical educators.
Technology-based innovations offer special challenges and opportunities in this scalingup process. I believe that systemic reform is not possible without utilizing the full power of high performance computing and communications to enhance the reshaping of schools. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to effective utilization. One way to frame these issues is to pose six questions that school boards, taxpayers, educators, business groups, politicians, and parents are asking about implementing large-scale, technology-based educational innovations. After each question, I’ll respond to the issues it raises. Collectively, these answers outline a strategy for scaling-up, leveraging the power
Chris Dede George Mason University Many exciting applications of information technology in schools validate that new technology-based models of teaching and learning have the power to dramatically improve educational outcomes. As a result, many people are asking how to scale-up the scattered, successful “islands of innovation” instructional technology has empowered into universal improvements in schooling enabled by major shifts in standard educational practices. Undertaking “systemic reform” (sustained, large-scale, simultaneous innovation in curriculum; pedagogy; assessment; professional development; administration; incentives; and partnerships for learning among schools, businesses, homes, and community settings) requires policies and practices different than fostering pilot projects for small-scale educational improvement. Systemic reform involves moving from utilizing special, external resources to reconfiguring existing budgets in order to free up money for innovation. Without undercutting their power, change strategies effective when pioneered by leaders in educational innovation must be modified to be implemented by typical educators.
Technology-based innovations offer special challenges and opportunities in this scalingup process. I believe that systemic reform is not possible without utilizing the full power of high performance computing and communications to enhance the reshaping of schools. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to effective utilization. One way to frame these issues is to pose six questions that school boards, taxpayers, educators, business groups, politicians, and parents are asking about implementing large-scale, technology-based educational innovations. After each question, I’ll respond to the issues it raises. Collectively, these answers outline a strategy for scaling-up, leveraging the power
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