Why has technology not yet disrupted primary & secondary education?
By: Curtis Linton
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Abstract:

Despite the proliferation of computers and tech-based teaching tools in primary and secondary schools, education systems have not experienced the expected productivity gains in student progress and quality of learning that should be expected from disruptive new technologies. Early innovations in adaptive assessments and gamification showed promise, but investments in educational technology (ed tech) have not paid off as they have primarily focused on compliance and directed learning management tools that have not serviced the need for more personalized and robust educational solutions. Contrasting the impact of traditional directive ed tech on teacher and student engagement with promising examples of constructive learning environments illustrates how all students can develop the 21st Century skills they need. This analysis substantiates new design principles for constructive ed tech that can govern the development of disruptive educational technologies that globally scale student engagement and application.

This paper was submitted to the Oxford Skoll Center for Social Entrepreneurism’s Map the System Competition in March of 2018. To read the full paper, please click on the following link:

Map the System Problem Statement vFinal2

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