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Failure to Disrupt

Why Technology Alone Can’t Transform Education
Justin Reich , local 
Buchcover

iconZusammenfassungen

Failure to DisruptIn the decades ahead, educators can expect to hear a new generation of product pitches about the transformative potential of new technologies for school systems: how artificial intelligence or virtual reality or brain scanners are the innovations that, this time, will actually lead to profound changes in education. These pitches will also be wrong—these new technologies will not reinvent existing school systems (though some of them may make valuable incremental improvements)—and this book is an effort to explain why.
Von Justin Reich im Buch Failure to Disrupt (2020)
Failure to DisruptFinally, and most importantly, I remain convinced that even though technology alone will not disrupt systems, technology can abet system change. Emerging technologies help learners, educators, and other stakeholders encounter new possibilities, and they loosen the grip of education’s conservatism. They invite questions about what might be possible if we rearranged curricula, schedules, goals, assessments, and other key features of educational systems to allow emerging technologies to provide more utility and opportunity. Technology will not dissolve the stubborn challenges of education, but designed thoughtfully and implemented reflectively, learning-atscale technologies can help. The chapters that follow are my effort to share the most important lessons I have learned about tinkering with technology in the service of improving educational systems.
Von Justin Reich im Buch Failure to Disrupt (2020) im Text Introduction
Failure to DisruptA leader in educational technology separates truth from hype, explaining what tech can—and can’t—do to transform our classrooms.
Proponents of large-scale learning have boldly promised that technology can disrupt traditional approaches to schooling, radically accelerating learning and democratizing education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and in elementary schools in the poorest neighborhoods. Such was the excitement that, in 2012, the New York Times declared the “year of the MOOC.” Less than a decade later, that pronouncement seems premature.
In Failure to Disrupt: Why Technology Alone Can’t Transform Education, Justin Reich delivers a sobering report card on the latest supposedly transformative educational technologies. Reich takes readers on a tour of MOOCs, autograders, computerized “intelligent tutors,” and other educational technologies whose problems and paradoxes have bedeviled educators. Learning technologies—even those that are free to access—often provide the greatest benefit to affluent students and do little to combat growing inequality in education. And institutions and investors often favor programs that scale up quickly, but at the expense of true innovation. It turns out that technology cannot by itself disrupt education or provide shortcuts past the hard road of institutional change.
Technology does have a crucial role to play in the future of education, Reich concludes. We still need new teaching tools, and classroom experimentation should be encouraged. But successful reform efforts will focus on incremental improvements, not the next killer app.
Von Klappentext im Buch Failure to Disrupt (2020)

iconBemerkungen zu diesem Buch

Failure to DisruptThis book is a tinkerer’s guide to learning at scale. For classroom instructors, school technologists, department chairs, and administrators, the history of learning at scale provides valuable guidance in selecting and tinkering with implementation of new learning technologies. For technology developers and researchers, investigating the persistent challenges faced by education technologists over the last two decades reveals important avenues for new research and development. Understanding how technologies are being adopted to improve schooling and lifelong learning empowers parents and citizens to influence the public educational systems in which all of us have a stake.
Von Justin Reich im Buch Failure to Disrupt (2020) im Text Introduction

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Personen
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Morgan Ames, Lecia Barker, Karen Brennan, Kevin Carey, Richard E. Clark, Jacob Cohen, Larry Cuban, David C. Dwyer, Evelyn Eastmond, Michael Eisenberg, J. P. Gee, Paulina Haduong, Yasmin B. Kafai, Anya Kamenetz, Paul A. Kirschner, Matthew A. Kraft, Jean Lave, Frank Levy, Christopher Lynnly Hovey, John Maloney, Amon Millner, Andrés Monroy-Hernández, Richard Murnane, Brad Myers, Vaughan Nagy, Kumiyo Nakakoji, Seymour Papert, Randy Pausch, Mitchel Resnick, Cathy Ringstaff, Eric Rosenbaum, Natalie Rusk, Judith Haymore Sandholtz, R. Keith Sawyer, Bruce Schneier, Ted Selker, Ben Shneiderman, Jay Silver, Brian Silverman, John Sweller, David Tyack, David Weinberger, Etienne Wenger, Harold Wenglinsky

Aussagen
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ICT-Einsatz spart keine Lehrkräfte ein.
Jede neue Technologie wird anfänglich zur Imitation von Bisherigem verwendet.In the beginning every technology is used to imitate the old style
Schulen sind veränderungsresistent

Begriffe
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Algorithmusalgorithm, Bildungeducation (Bildung), Bildungsdaten, Bildungsmonitoring, Blackboard, CAIcomputer aided instruction, Chancengerechtigkeit, cMOOCconnectivist MOOC, Computercomputer, computer literacycomputer literacy, Computerspielecomputer game, ContentContent, Coursera, Curriculum / Lehrplancurriculum, curse of the familiar, Datendata, digital dividedigital divide, Digitalisierung, distance learning / Fernunterrichtdistance learning, EdTech-Unternehmen, edX, Elternparents, Familiefamily, formal learningformal learning, GamificationGamification, Gesellschaftsociety, Google, grammar of schooling, informal learninginformal learning, Informationsmanagementinformation management, Innovationinnovation, Internetinternet, item response theory, Khan Academy, Kinderchildren, Kindergarten, Konvergenzconvergence, Kreativitätcreativity, Künstliche Intelligenz (KI / AI)artificial intelligence, learning analyticslearning analytics, Learning Management System (LMS) / LernplattformLearning Management System, LehrerInteacher, Lernenlearning, machine learning, MakeyMakey, Mathematikmathematics, microworldmicroworld, Minecraft, MIT, MOOCMassive Open Online Course, Moodle, PLATO, Plattformen, Politikpolitics, Privatsphäreprivacy, Problemlösefähigkeitproblem solving skills, Proctoring, Programmierenprogramming, Programmiersprachenprogramming languages, Schulbuch / Lehrmittelschoolbook, Schuleschool, Scratch, Selbstreguliertes Lernen, Simulation, situated learning / situated cognitionsituated learning, Spielgame, Sprachenlernenlanguage learning, Statistikstatistics, storytellingstorytelling, Success to the SuccessfulSuccess to the Successful, Technologietechnology, tinkeringtinkering, Überwachungskapitalismus, Udacity, Universitätuniversity, Verstärker-These, Videovideo, Weblogsblogging, Weblogs in educationWeblogs in education, Wikiwiki, Wiki in educationWiki in education, Wikipedia, Wissenschaftscience, xMOOC, Zone of Proximal Development, Zukunftfuture
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j5" >1982 local web  Mindstorms (Seymour Papert) 16, 15, 15, 17, 14, 28, 33, 5, 3, 6, 8, 52704555670
class="j5" >1986 Teachers and Machines (Larry Cuban) 13, 6, 6, 8, 11, 17, 13, 2, 1, 2, 3, 141311020
class="j5" >1988 Statistical Power Analysis for the Behavioral Sciences (Jacob Cohen) 13, 8, 8, 8, 10, 16, 17, 10, 2, 1, 2, 13241455
class="j5" >1991 Situated Learning (Jean Lave, Etienne Wenger) 13, 15, 7, 7, 8, 9, 15, 23, 2, 2, 2, 2153221454
class="j4" >1995 local  Tinkering Towards Utopia (David Tyack, Larry Cuban) 11, 13, 12, 6, 6, 10, 9, 14, 15, 1, 2, 211402426
class="j4" >1997 Teaching with Technology (Judith Haymore Sandholtz, Cathy Ringstaff, David C. Dwyer) 7200
class="j4" >2003   What Video Games Have to Teach Us About Learning and Literacy (J. P. Gee) 3, 7, 8, 18, 11, 9, 9, 12, 6, 13, 14, 3421213934
class="j4" >2004 The New Division of Labor (Frank Levy, Richard Murnane) 24, 14, 20, 11, 11, 13, 11, 22, 20, 3, 7, 7224871013
class="j4" >2005 local web  Creativity Support Tools (Ben Shneiderman, Gerhard Fischer, M. Czerwinski, Brad Myers, Mitchel Resnick) 11, 13, 11, 11, 9, 12, 15, 13, 1, 2, 3, 15461894
class="j4" >2006 local  The Cambridge Handbook of the Learning Sciences (R. Keith Sawyer) 11, 22, 13, 9, 9, 10, 9, 18, 17, 1, 5, 4676751108
class="j3" >2010 DIY U (Anya Kamenetz) 1, 3, 7, 7, 6, 5, 5, 5, 5, 8, 9, 2502294
class="j3" >2012  local  Too Big to Know (David Weinberger) 17, 12, 12, 12, 10, 10, 13, 18, 1, 1, 3, 222533530
class="j3" >2015 local  The End of College (Kevin Carey) 2, 3, 4, 3, 9, 13, 6, 6, 6, 3, 8, 10258185
class="j2" >2017  local  Lifelong Kindergarten (Mitchel Resnick) 10, 17, 17, 10, 9, 17, 19, 1, 2, 8, 5, 217742826
class="j2" >2018 local web  SIGCSE 2018 (Tiffany Barnes, Daniel D. Garcia, Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones) 12, 14, 14, 11, 13, 20, 26, 5, 8, 5, 7, 11610281470
class="j2" >2019 SIGCSE 2019 (Elizabeth K. Hawthorne, Manuel A. Pérez-Quiñones, Sarah Heckman, Jian Zhang 0036) 14, 9, 9, 13, 14, 22, 15, 3, 5, 3, 3, 252232410
class="j1" >2019 local  The Charisma Machine (Morgan Ames) 12, 11, 7, 7, 9, 5, 18, 21, 12, 2, 4, 55924356
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j4" >1998 local web  Does It Compute? (Harold Wenglinsky) 11, 5, 3, 3, 7, 7, 10, 5, 1, 1, 1, 2651643
class="j4" >2005 local web  Design Principles for Tools to Support Creative Thinking (Mitchel Resnick, Brad Myers, Kumiyo Nakakoji, Ben Shneiderman, Randy Pausch, Ted Selker, Michael Eisenberg) 15, 11, 9, 9, 12, 12, 16, 13, 3, 3, 6, 22412732
class="j4" >2006 local web  Why Minimal Guidance During Instruction Does Not Work (Paul A. Kirschner, John Sweller, Richard E. Clark) 7, 14, 12, 8, 8, 10, 9, 14, 10, 1, 3, 232213883
class="j3" >2009 local web  Scratch: Programming for All (Mitchel Resnick, John Maloney, Andrés Monroy-Hernández, Natalie Rusk, Evelyn Eastmond, Karen Brennan, Amon Millner, Eric Rosenbaum, Jay Silver, Brian Silverman, Yasmin B. Kafai) 18, 16, 16, 16, 13, 13, 19, 28, 3, 1, 4, 565284884
class="j2" >2018 Getting Unstuck (Paulina Haduong, Karen Brennan) 1400
class="j1" >2019 local web  Survey Results on Why CS Faculty Adopt New Teaching Practices (Christopher Lynnly Hovey, Lecia Barker, Vaughan Nagy) 2100
class="j1" >2020 local web  Interpreting Effect Sizes of Education Interventions (Matthew A. Kraft) 1, 2, 8, 5, 4, 4, 5, 4, 9, 7, 1, 1381104

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Failure to Disrupt: Gesamtes Buch als Volltext (lokal: 393 kByte)
Failure to Disrupt: Gesamtes Buch als Volltext (lokal: PDF, 2097 kByte)
Instructor-Guided Learning at Scale: Artikel als Volltext (lokal: PDF, 236 kByte)
The Toxic Power of Data and Experiments: Artikel als Volltext (lokal: PDF, 234 kByte)
Auf dem WWW The Curse of the Familiar: Artikel als Volltext (lokal: PDF, 152 kByte; WWW: Link OK )

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Auf dem WWW Failure to Disrupt: Diskussionsforum mit dem Autor zum Buch ( WWW: Link OK )

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