Justin Reich is the executive director of the MIT Teaching Systems Lab, and a research scientist in the MIT Office of Digital Learning. He also is an affiliate of the Berkman Center for Internet and Society at Harvard University, and a lecturer in the MIT Scheller Teacher Education Program, where he has taught 11.124 and 11.125. He was the inaugural Richard L. Menschel HarvardX Research Fellow at Harvard University, and he’s the co-founder of EdTechTeacher, a professional learning consultancy devoted to helping teachers leverage technology to create student-centered, inquiry-based learning environments. He writes the EdTechResearcher blog for Education Week, and his writings have appeared in Science, The New Yorker, The Atlantic, Educational Researcher, The Washington Post, Inside Higher Ed, The Christian Science Monitor, and other publications.
Monday, October 30, 2017
Three powerful myths persist in our narratives around education technology. The first is that technology has the capacity to disrupt systems. For all the hope and hype that technologies can enable major organizational changes in educational systems through personalization, unbundling, or information access, but in reality, the reality is that culture domesticates new technologies. New apps, software, and devices are put in the service of existing structures and systems, rather than rearranging them. The most widely adopted education technologies are those that add a little efficiency to existing practices in school systems. The second myth is