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There Are No Technology Shortcuts to Good Education « Educational Technology Debate via kwout

Recognizing and understanding the challenges and criticism in using technology to enhance learning helps keep one honest and focused on the fact that … it is about the learning. Kentaro Toyama writes this article primarily for an audience most interested in government-funded primary and secondary education in developing countries but the fundamentals that he addresses and the myths that he exposes apply universally. Toyama is NOT against technology and clearly confirms that it useful:

in rich environments, where the basics of education are assured, where teachers are facile with technology, and where budgets are unconstrained, widespread use of technology, even in a one-to-one format, might benefit students.

Toyama provides an exceptional point and counterpoint refutation of the following 9 Myths of Technology:

1. 21st-century skills require 21st-century technologies. The modern world uses e-mail, PowerPoint, and filing systems. Computers teach you those skills.
2. Technology X allows interactive, adaptive, constructivist, student-centered, [insert educational flavor of the month (EFotM) here] learning.
3. But, wait, it’s still easier for teachers to arouse interest with technology X than with textbooks.
4. Teachers are expensive. It’s exactly because teachers are absent or poorly trained that low-cost technology is a good alternative.
5. Textbooks are expensive. For the price of a couple of textbooks, you might as well get a low-cost PC.
6. We have been trying to improve education for many years without results. Thus, it’s time for something new: Technology X!
7. Study Z shows that technology is helpful.
8. Computer games, simulations, and other state-of-the-art technologies are really changing things.
9. Technology is transformative, revolutionary, and otherwise stupendous! Therefore, it must be good for education.

As advocates for using technology to enhance learning we need to be continually reminded that the fundamentals of effective learning must be in place before technology can be used to enhance learning.

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