One of the things 91直播 really enjoys doing at educational-technology conferences is holding special briefings for readers on hot topics in the K-12 world. It鈥檚 an opportunity for us to share what we鈥檝e learned over the past year and hear readers鈥� hopes and frustrations up close and personal.
Those sessions also help us better understand the questions educators are struggling to answer, such as: With all the infusion of digital tools into K-12 schools, why is technology not leading to meaningful innovation in the way teachers teach?
At the SXSWedu conference in Austin this March, I presented a talk on that topic that drew hundreds of educators, ed-tech company executives, and others. At the ASU+GSV education industry summit in San Diego this month, our special briefings with the same focus attracted standing-room-only crowds and triggered some of the most lively Q&A discussions I have ever moderated.
The fact that the topic generates so much engagement shows how hungry people are for insights and information that cut through the hype around the digital revolution. Technology Counts 2019 is designed to feed that hunger, with a nationally representative survey of 700 teachers that essentially shows that, despite the hype, or maybe even because of it, there鈥檚 considerable skepticism in the field around the idea that ed-tech innovations will dramatically improve teaching and learning.
The 91直播 Research Center survey reveals that the technology ecosystem many teachers experience is one characterized by incremental, rather than transformational, changes. Fewer than 3 in 10 teachers say the classroom technology they have provides 鈥渁 lot鈥� of support for innovation.
Beyond that, we found plenty of signs that the technologies currently in classrooms are having very little, if any, influence in changing teachers鈥� practices or beliefs about what teaching and learning should look like in the digital age. They continue to simply layer new technologies on top of their current teaching practices鈥攏ot exactly innovation at its best.
One big problem appears to be support. Teachers need much better ed-tech training and encouragement to experiment. Until that happens, innovation will remain more idea hype than classroom reality.
鈥擪evin Bushweller
Executive Project Editor
