Insomnia can ruin a perfectly good day. I have a sense that today will be such a day.
I awoke to a tweet from my friend Will Richardson announcing that he was asked to be in one of those New York Times online “debates” where a handful of people are asked to write short essays without knowing who the other combattants are or what they had to say. I participated in such a “debate” about online learning in 2011.
I then read an entry by popular edublogger and teacher Vicki Davis that was so problematic, I felt compelled to respond.
Ms. Davis’ essay begins as follows:
“My fourth grade child plays adaptive games on my iPad as part of his weekly routine. I am convinced that games like “Stack the States” and “Math Rocket” have helped him learn. These adaptive programs are great but fall short for one reason: there is no feedback loop. I need to know if my child consistently forgets the capital of Rhode Island or where Wyoming is on the map.”
and includes other whoppers like:
“Adaptive testing is really about personalizing the knowledge of the student. It is about understanding the individual student. If we can understand enough individual students and aggregate the data, then a school can create a plan to help those students progress and move ahead.”
Unfortunately, the NYTimes web site only allows for short comments. Therefore, I have included a few of my thoughts here.
With all due respect to Lori (commenter) and Vicki (the columnist), the scenario you describe has little to do with the potential of computers to amplify human potential.
Computer-assisted instruction or drill and practice software, apparently now dressed-up as the fancy-sounding “adaptive learning” has been the holy grail of those wishing to reduce education costs and shortcut education for the past half century.
Any teacher who thinks he can be replaced by a computer, probably should be. Yet, this handful of magic beans promising that computers can “teach” where humans have failed is folly folks have unwisely invested their faith in for decades.
First of all, at best such software merely TESTS PRIOR KNOWLEDGE. It does not teach. Just like flash cards don’t teach, electronic flash cards will result in similar short-term results – temporary memorization without understanding or long-term comprehension.
Such “memorize the capitals,” “multiply faster” or “memorize vocabulary words quicker” systems address the low-hanging fruit of education, recall of facts, and as you demonstrated in your article – fail at even that.
I truly do not understand how anyone, especially educators, can conflate and confuse testing, teaching and learning. They are neither synonymous, nor interchangeable.
You cannot personalize knowledge! Knowledge by its very nature IS personal. It is constructed by the learner and is the result of experience. It is not the result of test-taking.
It is one thing to let your kid play with such software on a long car trip via 99 cent iPad apps, but the same misguided nonsense is being packaged as adaptive learning systems, integrated learning systems, “School of One” or other similar junk that costs hundreds of thousands of dollars per school.
These “systems” are likely to be implemented in schools with the greatest needs and most at stake. In such cases, only stockholders profit at the expense of children who need much richer learning opportunities; the kinds that computers could offer if used to give agency to the learner and amplify human potential. Instead of learning to program, build robots, compose music, make films, design simulations, educationally impoverished children are being fed a steady diet of expensive low-level test-prep dressed up as artificial intelligence and adaptive learning.
I won’t bore you with all of the ways such software gets motivation wrong or how the content “taught” lacks relevance and context. Feedback is a whole lot more complicated than “wrong, try again” or “wrong, here’s an easier problem.”
Pretending that artificial intelligence has advanced to the point where competent teachers may be replaced by apps is at best wishful thinking, regardless of what the vendors tell you.
I am saddened most by educational technology enthusiasts advocating uses of computers that reinforce the worst aspects of schooling.
I am horrified that you actually believe that “I need to know if my child consistently forgets the capital of Rhode Island or where Wyoming is on the map.” That is the example you choose to debate the future of education?
I strongly urge you to read the following books to gain a deeper perspective on these issues:
“The Connected Family” by Seymour Papert
Veteran educator Gary Stager, Ph.D. is the author of Twenty Things to Do with a Computer – Forward 50, co-author of Invent To Learn — Making, Tinkering, and Engineering in the Classroom, publisher at Constructing Modern Knowledge Press, and the founder of the Constructing Modern Knowledge summer institute. He led professional development in the world’s first 1:1 laptop schools thirty years ago and designed one of the oldest online graduate school programs. Gary is also the curator of The Seymour Papert archives at DailyPapert.com. Learn more about Gary here.