Useful article with some good examples to explain why those studies that appear to refute the premise that technology is useful in classrooms do nothing of the sort. I think he captures an aspect of the problem, based on the idea that the experiments say one thing, while people interpret them as saying something else. And he points out how this is used irresponsibly by technology critics like Daniel Willingham. But I wish he had taken a slightly different tone with the article, tried to be a bit less airy, and a bit sharper in his critique.
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