By Beverly Perdue & Michael B. Horn
May 06, 2019
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.’”
The latest target is the Summit Learning Program that was designed by educators at Summit Public Schools (a network of public schools in California and Washington) to personalize teaching and learning for students. Like so many stories devoted to the topic, this most recent piece presents parents and teachers with a choice: allow students to benefit from learning technology or from teachers. But the choice is a false one.