The widespread criticisms of the recent LSE and OECD reports are poorly founded and do nothing but undermine the argument for serious edtech
Those of us who complain that edtech gets too little attention in the national press should perhaps have been beware of what we wished for. Two recent studies to have hit the headlines both say that the general impact of technology on learning is negative.
Advocates of technology enhanced learning have tended to brush this research aside. Various online commentators have said that the reports were “flawed”, “confused” and “tosh”, and those who reported them were guilty of “lazy and irrelevant journalism”.
written by Louis Philippe Beland and Richard Murphy
published by the Centre for Economic Performance at the London School of Economics
in May 2015
which I will referred to as “the LSE report”.
Students, Computers and Learning—Making the Connection
published by the OECD under the direction of Andreas Schleicher
in September 2015
which I will refer to as “the OECD report”.
In this post I will:
review what the reports say and why they said it,
assess the arguments put forward for dismissing them,
and suggest some conclusions to take away.
At over 14,000 words, I cannot pretend that this is anything other than a long article—but the length is unavoidable given the nature of the topic. What is more, I believe that the reaction of the edtech community to these reports is sufficiently important to justify the effort of writing it. I thank you in advance for making the effort to read it and hope that by the time you finish, you will also think that it was worthwhile.
Why Liz Truss was right to call for more professionally produced learning resources; and why the profession misunderstood her when she talked about “textbooks”
Liz Truss, Minister in the UK DfE for Education and Healthcare, has been calling for a return to textbooks. The headline story masks a more complex argument that bundles together several different strands. Instead of dismissing Truss’ call as regressive, it should be brought together with Matt Hancock’s ETAG initiative to stimulate a serious debate about how teachers can be given better tools of the trade, which exploit the opportunities provided by digital technology.
Why I disagree with Ian Livingstone (and why we should continue the discussion)
Last month I participated in a videoed round-table at Computing magazine’s offices in Soho, chaired by Peter Gothard. The panel included Ian Livingstone (the father of RPG games like Dungeons and Dragons and co-author of the Nesta NextGen report), Phil Bryant of OCR, and Joanna Poplawska of the Corporate IT Forum.
Part 2 of 3 of the conversation was published yesterday. Part 1 contains the panelists’ opening remarks and part 3 will address BYOD. It is this second part that contains the heart of the discussion.
I was a little taken aback, when I showed the video to my work colleagues yesterday, that they all complained that we were all far too polite to each other. “Where’s the passion?”, they complained. I assured them that this was not my normal reputation when discussing Learning Technology (indeed, I boasted, I had recently been threatened with legal action for defamation). But I can see what they meant. Maybe the shortness of the recording session and the unfamiliarity of the studio setting made us all a little stilted.
So, while there was much that the panel did agree on, I write this piece to highlight my disagreements with Ian Livingstone. They are generally disagreements of degree rather than of category—but they are significant nonetheless. When you add them together, they become pretty fundamental—and I would not want the importance of this disagreement to get lost in the civilities of the TV studio.
With all quotes coming from his first speech, I disagree with Ian…