Expecting the expected
Posted November 16, 2015on:
People who publish and republish the OECD finding that technology does not lead to academic improvement as measured by test scores are missing the point.
If you do not change the tool for measurement, you cannot measure other outcomes or phenomena. A speedometer does not imply distance and it cannot measure driving technique. Likewise, unmodified tests do not measure other things that matter like persistence or creativity.
If the technology is used to get kids to do the same thing differently, what changes should you expect? Give them devices to take “gamified” quizzes and they might soon figure out how to use the devices for other (possibly more worthwhile) pursuits.
It should not be surprising then that kids who immerse themselves with current technologies do not do as well in traditional measures. The measured outcomes are too narrow and restrictive. They are pursuing other interests, and if we do not determine or measure what these are, we cannot say for sure whether or not they are worthwhile.
There is no point spouting rhetoric of “21st century learning” if the measurement, assessment, or evaluation has not caught up.
There is no point for the press to play up articles that reinforce fears of moving forward. Technology has always helped us progress, warts and all. Those of us who ignore the fear-mongers take the good with the bad and try to minimise the latter.