It still amazes me that most of the interventions and pilot studies I read up on fail to discuss the use of learning technology as a smaller cog in a larger machine. Little attention is given to how the introduction of new technology into existing educational institutions can bring about change, let alone what those changes (good or bad) may be. Perhaps more curious is that few researchers capitalize on the often pedagogically rich relationships that exist between teachers and students or even students and students.
This is one of the problems highlighted in a recent post by Annie Murphy Paul:
Most people are not autodidacts. In order to learn effectively, they need guidance provided by teachers. They need support provided by peers. And they need structure provided by institutions. Amid all the effusions about how ed tech will “change the way we learn,” however, these needs rarely merit a mention. Instead we hear about the individual and his app, the person and her platform, as if teachers, classmates and schools were unnecessary and unwelcome encumbrances.
The full article is available at The Hechinger Report.