A recent article in the New York Times, has once again stoked the fires of debate about education technology. This time the piece is based on a faulty premise that conflates personalizing learning with screen time and suggests the use of technology is at odds with the role of great teachers in the classroom. Sadly, the central plank of the argument hinges less on the reality of schools today and more on speculation about the implications of technology in schools.  It may, as it turns out, also rely on specious stories that (according to one Pulitzer Prize winning journalist) reflect the “power and the peril of the ‘perfect anecdote.’”