This resonated with me: “We’re very hands-on. When hands are involved in learning, children really remember. If you’re in the middle of the creative process there is nothing worse than clearing up – if you cease the flow then you lose the dream, you lose everything.”
William Doyle describes an emerging international consensus about the appropriate and limited use of technology in the classroom.
Doyle starts from the proposition that “Technology in the classroom has so far had little positive effect on childhood learning.”
That’s the stunning finding of the OECDs September 2015 report “Students, Computers and Learning: Making the Connection.” The report found that despite billions of dollars of frantic government spending, where ICTs [information and communications technologies] are used, their impact on student performance has been “mixed, at best,” in the words of the OECD’s Andreas Schleicher. “In most countries, the current use of technology is already past the point of optimal use in schools,” said Schleicher. “We’re at a point where computers are actually hurting learning.”
This supports a growing body of other research indicating that, with some exceptions like distance and special needs learning, there is little evidence that digital tools are…
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