![]() ![]() That way, all the new approach has to do is be better than the alternative - which is nothing at all. We need to introduce the innovation disruptively - not by using it to compete against the existing paradigm and serve existing customers, but to target those who are not being served - people we call nonconsumers. The key to transforming the classroom with technology is in how it is implemented. This is perfectly predictable, perfectly logical - and perfectly wrong. An organization's natural instinct is to cram the innovation into its existing operating model to sustain what it already does. Schools have done what virtually every organization does when implementing an innovation. That schools have gotten so little back from their investment comes as no surprise. Instead, technology and computers have tended merely to sustain and add cost to the existing system. The United States has spent more than $60 billion equipping schools with computers during the last two decades, but as countless studies and any routine observation reveal, the computers have not transformed the classroom, nor has their use boosted learning as measured by test scores. The answer isn't simply investing more in computer equipment and technology for schools, either. Many innovative learning-software approaches already exist, but they have not had much traction in the classroom - and, where used, they have tended not to transform teaching and learning. Simply investing in state-of-the-art learning software and technology won't move us forward. ![]() How can we start down the path to transform the classroom? ![]() The classroom of today doesn't even look that much different from the classroom of thirty years ago, save for some interactive whiteboards instead of chalkboards, as well as some computers in the back of the room. It's one that people have talked and dreamed about for years in a variety of forms: Students partake in interactive learning with computers and other technology devices teachers roam around as mentors and individual learning coaches learning is tailored to each student's differences students are engaged and motivated.īut this is far from the reality in most classrooms today. This vision for the classroom of the future is not new. Another student in the same classroom is learning the same material from the same software program by rote memorization - listening to a native Mandarin speaker and then repeating the sentences, in a mode of learning familiar to her parents' generation.īoth students are learning to put together sentences that they'll use in a conversation together in front of the rest of the class - some of whom are using the same learning tools as these two, but many of whom are learning Mandarin in other ways tailored to the way they learn. ![]()
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