September12,2013

NoChildLeftUntableted
ByCARLOROTELLA

SallyHurdSmith,aveteranteacher,heldupherbrandnewtabletcomputerandshookitas shesaid,Idontwantthisthingtotakeovermyclassroom.ItwaslateJune,amonthbefore thefirstdayofschool.InasixthgradeclassroominGreensboro,N.C.,adozenmiddleschool socialstudiesteachersweregettingtheirsecondofthreedaysoftrainingontabletsthathad beenpresentedtothemasatransformativeeducationaltool.Everystudentandteacherin18 ofGuilfordCountys24middleschoolswouldreceiveone,15,450inall,tobeusedforclass work,homework,educationalgamesjustabouteverything,eventually. Therewas,aseducatorssay,adiverserangeoflearnersintheroom.Somewerewellonthe waytomasteringthetablet.BenPorter,forinstance,athirdyearteacherwhopreviously workedasanoperationsmanagerforaColdStoneCreameryfranchiser,wasalreadyadeptat loadingandsharinglessonmaterialsandusingthetabletsclassroommanagementtools: quickpolls,discussions,shortanswerexercises,thefunctionforrandomlycallingonastudent andmore.Otherteachers,includingagraybeardedmanwhodescribedhimselfas technologicallyretarded,hadnotprogressedmuchfurtherthanturningiton. Smith,themostoutspokenskepticamongthetrainees,wasnotaLudditesheusesherWeb sitetodispenseassignmentsandreadingstoherstudentsbutsheworriedaboutwhatmight belostintryingtofunnelherteachingknowhowthroughthetablet.Ijustdontliketheidea oflookingatascreenandnotatthestudents,shesaid. Acoupleofseatsoverfromher,Iwasthinkingthesamething.Iteachcollegestudents,not middleschoolers,butIcountonbeingabletoreadtheirfacesandlookthemintheeye,andI wouldresistO.K.,freakoutifobligedtoengagethemthroughascreenintheclassroom. Andasaparentofmiddleschoolers,Iwouldstrenuouslyopposeanyplanbytheirschoolto addsomuchscreentimetomychildrensdays.Thetablets,paidforinpartbya$30million

grantfromthefederalDepartmentofEducationsRacetotheTopprogram,werecreatedand soldbyacompanycalledAmplify,aNewYorkbaseddivisionofRupertMurdochsNews Corporation,andtheystruckmeasexemplifyingseveraldubiousAmericanhabitsnow MOREINMAGA ascendant:theovervaluingoftechnologyandtheundervaluingofpeoplethedisplacementof Magazine

facetofaceinteractionbyvirtualconnectiontherecastingofcitizenshipandinnerlifeasa YouSoM commodifieddataprofilethetendencytoturntothemarkettoaddresssocialproblems. KnowYo

ReadMore

Still,IcametoGuilfordCounty,Ihoped,motivatedbycuriosityanddiscoveryratherthan kneejerkrepudiation.Itrytobeonguardagainstmisrecognizingcomplexchangeassimple decline,andIacknowledgethatmytendencytodismissthetechindustrysmarketingmight blindmetotheAmplifytabletsgenuinepotentialasateachingtoolandtomajornew developmentsreshapingnotjustthenatureofschoolingbutalsotheworldinwhichmykids aregrowingup. ThefirsttimeImetwithJoelKlein,thechiefexecutiveofAmplifyandanexecutivevice presidentofNewsCorporation,hecheckedhisemailonhisphonealot,evenaswetalked abouttheconcernthattechnologyisolatesratherthanconnectspeople.Ipointedthisout,and he,inturn,expressedwonderthatIdontevenallowtheuseoflaptopsinmyclassroom. Wewerediscussinghisfrequentlystatedviewthateducationisripefordisruption. Entrepreneurssoundboldlyunconventionalwhentheytalkaboutdisruptinganindustry,but theyalsosoundasiftheyrewillingtobreaksomethinginordertofixitorjusttoprofit fromit.Klein,whowaschancellorofNewYorkCityspublicschoolsfrom2002to2011,begins fromthepremisethatourschoolsarealreadybroken. K12isntworking,hesaid,andwehavetochangethewaywedoit.Citingglobal assessmentsthatranktheUnitedStateswellbehindtheleadingcountriesinreadingand math,hesaid:Between1970and2010wedoubledtheamountofmoneywespenton educationandthenumberofadultsintheschools,buttheresultsarejustnotthere.Any systemthatpouredinasmuchmoneyaswedidandmadeaslittleprogresshasareal problem.Wekeeptryingtofixitbydoingthesamething,onlyalittledifferentandbetter. Thisisaboutalotdifferentandbetter. HewastalkingaboutthecurriculumandgamesbeingdevelopedbyAmplify,aswellasits custombuilt,openplatformAndroidtablet.Kleinthinksthemomentfavorshisenterprise. Thenewcommoncorestandards,adoptedsofarby45states,defineeducationalgoalsfor schoolsandpresentcommercialopportunitiesforcompanieslikeAmplify.Theinitialprice ofatablethasdroppedto$199,includingsupportandtraining,makingitfeasibleforschool systemstobuylargenumbersofthem.Andgenerationalturnoverintheteachingprofession willhelp,too,aswhatKleincallsdigitallysophisticatedmillennialsreplaceretiring boomers. WhenIaskedKlein,whoroutinelycharacterizescurrentdebatesabouteducationas ideological,notevidencebased,whatevidencesupportsspendingtaxdollarsoneducational technology,heboileditdowntothreethings.Firstandmostimportantwasthepowerof customizing.Plentyofresearchdoesindeedshowthatanindividualstudentwilllearnmore

ifyoucantailorthecurriculumtomatchherlearningstyle,paceandintereststhetablet,he said,willhelpteachersdothat.Second,educatorshavenottakenfulladvantageofstudents enthusiasmforthegadgetrythatconstitutesanimportantpartoftheirexperience.Lastly, teachersfeeloverwhelmedtheyneedtools,Kleinsaid,tomeeteverincreasingdemandsto showthattheirstudentsaremakingprogress. Amplifyhastestedpreliminaryversionsofitstabletsandcurriculuminadozensmallpilot programs,butGuilfordCountyisitsfirstpayingcustomer.Bynextfallthecompanyintendsto haveitsproductsinmiddleschoolsacrossthecountry,withhighschoolsandperhaps elementaryschoolstofollow.Competitionforthismarketisgrowingmoreintense.Major competitorslikeApplesiPadarescramblingtogetinonthesalesbonanzacreatedby whateducatorscall1:1technologyprograms,thosethatprovideadevicetoeverystudent andteacher.Andsopotentialcustomers99,000K12schoolsspend$17billionannuallyon instructionalmaterialsandtechnologywillbelookingcloselyatGuilfordCounty,adistrict withamodestbudgetandamixofurban,suburbanandruralsectionsthatmakesita plausibleproxyforschoolsystemsnationwide.Theywillwanttoseeteachersenthusiasmfor thetablets,aswellasincreasedtimeontaskandothersignsofstudentsgreater engagement.Mostimportant,ofcourse,theyllbelookingforhighertestscoresintwoor threeyears. WhenKleinsaysthingslike,Ifyoujuststickakidinfrontofascreenforeighthoursand hopeitworks,itsnotgoingtowork,hemeansthatthesuccessofhistabletdependsabove allonhowteachersexploitit.Theymightbeginbytransferringtoitwhattheyalreadydonow existinglessons,homework,testsbutitcanonlymakethehopedfordifferenceinhow andwhatstudentslearnifteacherscomeupwithnewwaystouseit.Ifitsnot transformative,Kleintoldme,itsnotworthit. RobinBritt,thePersonalizedLearningEnvironmentFacilitator(PLEF)leadingtheallday trainingsessionIsatinon,acknowledgedtheanxietyintheroombutencouragedthetrainees tofocusonthepossibilities.BrittmadeanidealrecruitforthecorpsofPLEFs,techsavvy educatorshiredbytheschooldistricttohelpteachersadjusttothetablet.Anativeof GreensborowhopreviouslytaughtatlocalmiddleandMontessorischools,heholdsanM.B.A. andaJ.D.fromtheUniversityofNorthCarolinaandalsostartedacompanythatdesigns softwareforteachers.Youthful,dynamic,earnest,Brittradiatedsympathyandconfidenceas heexplainedhowtechnologycouldhelptransformnotonlytheirclassroomsbutalsotheir profession. Hisbeforepicturewasthetypical19thcenturyclassroom,theoriginaltemplateforour schools.Helikenedittoindustrialshopfloorsdesignedformassproduction:Peoplesitting

inrows,alldoingthesamethingatthesametime,notreallyconnectedtoeachother.He contrastedthatwithapostindustrialworkplacewheretemporarygroupingsofcoworkers collaborateontasksrequiringintellectual,notphysicalcapabilities.Weneedaschoolhouse thatpreparesstudentstodothatkindofwork,hesaid. Thekey,hesaid,ispersonalizedlearningbreakingfreeofthemassproductionmodel, tailoringthecurriculumtothestudentandredesigningitaroundprovencompetencerather thanaccruedfacetime,sothateachstudentcangoathisownpace.Nowyourjobisnotto dispenseknowledge,Britttoldthetrainees.Itstofacilitatelearning.Nolongeristhe teacherthebottleneckbetweenstudentsandknowledge.Rather,theteacherarchitectsthe environmentintheclassroom,onthetablet,online,everywhere. IntheafterclassroomBrittenvisioned,somestudentsmightbeworkingtogetheronan assignmentappropriatetotheirsharedlevelofcompetence.Otherswouldberangingahead ontheirown,catchingup,exploringaspecialinterest.Asmallgroupmightbegathered aroundtheteacher,who,havinginstantlyscannedtheresponsestoashortanswerexercise justgiventothewholeclassonthetablet,decidestospendsomeextratimewiththose studentsstillhazyaboutthelesson.Brittrepeatedlymadeafluidgatheringandpushing gesturewithbothhands,asifdemonstratingabasketballchestpass,ashesaid:Thenyou movethatgroupout,theyreoffpracticingtoreinforcewhatyoujusttaughtthem,andyou pulltogetheranothergroup,oryougotoanindividual,thenyouflowthemouttothenext task.Gatherandflow. TheAmplifytablethelpsmakepersonalizationpossible.Itprovidesimmediatefeedbackto thestudentandtotheteacher,whocanthenmaketimelydecisionsaboutworkingwith individualsandgroups.Entireunitsofcurriculumcanbeloadedonthetabletinadvanceor sentoutasaninstantupdate,accommodatingstudentsworkingatdrasticallydifferentpaces. Anexpandedsetoftoolsforresearch,discussion,practiceanddemonstrationofmasteryallow studentstocomeattheirstudiesfromvariousanglesandlettheteachermoveintotheroleof amentorwhomeetseachstudentwheresheis.Theteacherstabletalsohasanappblocker andmonitoringfunctionsthatcanseeandcontrolwhatshappeningonstudenttablets,anda onetouchclassroomcontrolfeaturetolocktheirscreens,replacingwhateverwasonthem withaneyesymbolandthephraseEyesonTeacher. SallyHurdSmithappearedtobecomingaround.ItslikeIdesigntheflowchart,shesaid, andthekidsfollowtheirownpaththroughit.Sheworried,though,thattheirgreater technologicalsophisticationwouldallowthemtogamethesystem. Thenhavethemteachyou,BenPorter,theformeroperationsmanager,toldher.Onthe

flowchart,putanassignmentlikeCreatealessonforme.Smithsaid,Icandothat. ItwasntjustthatBritthadmadeapersuasivecase.Smithacceptedthattherewasnoavoiding thetabletorwhatitrepresents.Duringalunchbreak,shetoldme:Asanolderteacher,when allthisstuffstartedcomingout,Ifoughtit.Youknow:Thisisthenewfad,andintwoyears theresanother.Goodteachers,shefelt,alreadygetthedatathatmatterjustbypaying attentiontotheirstudents,andtheyreachchildrenwithallkindsoflearningstyles.Butthe moreSmithlearnedaboutthetabletandthekindofteachingitmadepossible,themoreshe thoughtthatthistimewasdifferent.AndIrealizedthatifIdontgetwiththis,itsgoingto leavemebehind,shesaid. WhenIaskedArneDuncan,theU.S.secretaryofeducation,abouttheincreasingamountsof moneybeingspentbyschoolsystemsoneducationaltechnology,hesaid:Wespendprecious taxpayermoneynowontextbooks,buses,milk,allkindsofthings.Therealquestionis,How doyouspendmoreeffectively?Electronicreaderscouldmaketextbooksbetterandcheaper, hesaid.Asacountrywespend$7billionto$8billionayearontextbooks.Mysimple questionis,Why?Referringtothesixyeartextbookadoptioncyclesomestatesstilluse, Duncansaid,ThatsaNeanderthalsystem. Hecontinued:Tokeepdoingthesamethingwevebeendoingforthepasthundredyears everybodyworkingonthesamethingatthesametime,notbasedoncompetency....He sighedandletthethoughttrailoff,thenaddedhisstandardreminderthatwemustequipour studentstocompetewithcounterpartsinIndiaandChina.Hedidacknowledge,though,that thefearoffallingbehindputsaddedpressureonschoolsystemstodosomething,anything, whichthenmakesthemmorevulnerabletorusheddecisionsandtopeddlersofmagicbullets. Therearealotofhuckstersoutthere,hesaid. Duncan,whoselongtimealliesincludeJoelKlein,BillGatesandotherapostlesofdisruption, hasarecordofsupportingreformsthatincreasetheroleofmarketforceschoice, competition,theprofitmotiveineducation.Hewantsprivateenterprisesvyingtomake moneybyprovidinginnovativeeducationalproductsandservices,andseeshisroleastaking toscalethebestpracticesthatemergefromthiscontest. Therearereasonstobeskepticalabouttheinvisiblehandsmystictouch.Educational technologyopensnewavenuesformarketerstoreachstudentsinaschoolsetting,andlinks betweenscreentimeandchildhoodobesityraisepublichealthconcerns.Despiteallthe researchshowingthattheeducationalbenefitsofnewtechnologydependongoodteaching,it canbeeasiertofindmoneyforcoolnewgadgetsthanforteachers.TheLosAngelesschool district,forinstance,cutcostsinrecentyearsbylayingoffthousandsofteachersyetisnow

usingbondstofinancethespendingof$500milliononiPads.Andprivacyissuescanarise becauseschoolsystemslacktheexperiencetonegotiatedataagreementsthatanticipateall thewaystechnologycompaniescouldputstudentinformationtouse. WhenyouretalkingaboutRupertMurdochandhisempire,saysJoshGolin,theassociate directorattheCampaignforaCommercialFreeChildhood,thereareanumberofwaysthat datacouldbevaluabletohiscompaniesbeyondinstruction.Klein,whohasgrownusedto addressingprivacyconcerns,saysflatly,Thedatabelongstothedistrict.Theagreementwith GuilfordCounty,henotes,requiresAmplifytosecurethedistrictspermissionifitwantsto useanyofthatdatainanonymizedformtoimproveitsproducts.Themoreyourelyon bigdatatoimprovethehumanexperience,themoreriskthereis,Kleinsays.Butwe shouldntbeabletofreelancewiththedata.ImnotAmazon.TheonlyreasonIneedtoknow aboutyouistheschooldistrictneedsmetoknowthesekidsarestrugglingwithXandthese otherswithY. Apartfromprivacyissues,Golinsays,itsstillnotclearthatcuttingedgeeducational technologyjustifiesitscostwithresults.Companieswithvestedinterestsarepitching themselvesasthesolutiontothecountryseducationalproblems,hesays,butwedonthave researchprovingitstrue. IranthatcriticismbyGregAnrig,vicepresidentofpolicyandprogramsattheCentury FoundationandtheauthorofBeyondtheEducationWars:EvidenceThatCollaboration BuildsEffectiveSchools.Theresearchonsuccessfulschoolsandgoodteaching,hesaid, highlightstheimportanceofrelationshipsamongthepeopleinaschool:administratorsand teachersandstudents.Noneofthesestudiesidentifytechnologyasdecisive.Where technologymakesadifference,ittendstodosoinplaceswithastrongorganizationdedicated toimprovingteachingandwherestudentscloselyengagewithteachersandoneanother.A devicethatenhancessuchinteractionsisgood,Anrigsaid.Butkidsfocusedonthedevice, isolated,cutsintothat. Withthatcaveat,Anrigwasenthusiasticaboutthepersonalizationmadepossibleby technologylikeAmplifystablet.ThatqualifiedenthusiasmissharedbyJonathanSupovitz, directoroftheUniversityofPennsylvaniasConsortiumforPolicyResearchinEducation,who stressesthatindividualizinginstructiondoesleadtobetteroutcomesifteacherscan managetheenvironmenttomakethathappen.Amongotherthings,teacherswillneedbetter toolsforprocessingandinterpretingalltheadditionalinformationtheyhavetohandle.They usedtohavetoolittledatafromstudents,Supovitzsays,andnowtheyregoingtogettoo much,andtheyneedtobeready.

JustinLeites,Amplifysvicepresidentinchargeofgames,worksinthecompanysBrooklyn offices,inaconvertedpapergoodsfactorywithopenplanspacesandhighceilingsamodel ofthepostindustrialworkplace.Its652employeestendtowardyouth,bodyartandfixedgear bikes,whicharestoredduringthedayinhangingracks.WhenIvisitedLeitesinJuly,the whiteboardsliningthewallsofhisofficewerecoveredwithlistsanddiagramsinblack,brown, greenandpurplemarker.Directlybehindhisdeskchair,framedbyconvergingarrowsinall fourcolors,waswrittenDATA,andbelow,ThatswhatIwant! Amplifysvarietyofreading,mathandsciencegames,likeitscurriculum,arecalibratedtothe nationalstandards,butthegamesaremeanttofeellikefreeplay,notmoreschooling.The objectiveistorecaptureforeducationallyworthwhilepurposessomeofthesevenplushours perdaytheaveragemiddleschoolerspendsgazingatascreenoutsideofschool.Thelogicof gameslinesupwellwithpersonalizedlearning.Sophisticatedcommercialgamesalreadyset thestandardinresponsivenesstowhataplayerdoes,andtheconventionofarrangingagame worldasaseriesofincreasinglydifficultchallengesfitsthesequencingofcurriculum.When youconquerthefractionslevel,youmoveuptothealgebralevel. Amplifysgamesarestillatthepilotstage,butayearfromnowthecompanywillbeoffering themforsaletoschools,andtheywillcontributetothefeedbackstudentsandteachersget fromtheirdevices.Inthenearfuture,Leitessaid,theflowofdatawillexpandenormouslyas thecostsofbettertabletcameras,fasterconnectionsandotherfeaturescomedown.Soon, gamesthatknowwhatastudenthasread(thetabletslibrarywillcontain1,000books)willbe abletostrategicallysprinkleaparticularwordinhispathbasedonhowmanytimesthe researchsaysyouneedtoseeanewwordinordertolearnit.Inafewyears,accordingto Leites,advanceslikegazetrackingandmeasurementofpupildilationwillrevolutionize thegaugingofcognitiveresponsebymakingitpossibletodetermineexactlywhatstudentsare reactingtoonthescreen. Thisgrowingstreamofinformation,whichcanbeanalyzeddowntoindividualkeystrokes, yieldsapicturethatwilleventuallyprogressincomplexityfrom,say,alistofwordsastudent looksuptoaprofileofmetacognitiveskillsliketheabilitytoconcentrateandintimetoa fullblownportraitofadevelopingmind.Intheory,eachstudentwillgeneratetheintellectual equivalentofafantasticallydetailedmedicalchart. MyantipathytothiskindoffaithinbigdatatendedtoabatewheneverIvisitedAmplifys Brooklynbuilding,whichisfullofsmart,wellintentionedpeopledoinginterestingthings. ThatwasespeciallythecasewhenIspokewithLeites,aformerdoctoralstudentinphilosophy atYale,staffmemberinClintonsWhiteHouseandspeechwriterforMadeleineAlbrightand StrobeTalbott.

Oneafternoon,wewatchedahalfdozenstudentsfromnearbyschoolseatchipsandtestgames onAmplifytablets.Theraptlytenderwaytheytouched,pinchedandstrokedthescreens awokeinmeanurgetoyankthegadgetsandjunkfoodoutoftheirhandsandleadthemtoa libraryoragoodclimbingtree.LeitesandIhadbeentalkingabouttheachievementgap,much ofwhichcanbetracedtowhathappensoutofschoolthedifferencebetweenhavesandhave notsinaccesstoprivatelessons,academicallyenrichingsummerexperiencesandthelike. Glancingoveratthewhite,blackandbrowngirlsandboysfusedtotheirscreens,Leitessaid: Thinkofschoolasanotverygoodgame.Youprettymuchknowatthebeginningwhichkids aregoingtocomeoutontopattheend,andtheydo.Butthistheeducationalgames,the 24/7accesstothetabletsmanyresources,thewholepremiseoftechnologyenabled personalizationisamongotherthingsawaytomakethatgamemoremeaningfuland rewardingformorepeople. Fordatatoworkitsmagic,astudenthastogeneratethenecessaryinformationbydoing everythingonthetablet.Thatseemslikeanawfullotofscreentimetome,butsuspectingthat thesurgeofhorrorIfeelatthatprospectmaybebothirrationalandoutofstepwiththe times,Icheckedwithsomeexperts. Itturnsoutthatthereisntyetmuchsolidresearchontheeffectsofscreentimeon schoolchildren,butthatwillsoonchange.LarryRosen,aresearchpsychologistatCalifornia StateUniversity,DominguezHills,andanexpertoneducationandtechnology,toldme:Its startingtogearupbecauseitsbeingclamoredforbytheeducators.Theyresaying,Nowthat weredoingthis,whatdoesthisdotoourkids? Rosensownstudiesofattentionandmultitaskingshowthatpreteenagersandyoungadults focusfornomorethanfiveminutesbeforebecomingdistracted.Theresalsoaconcern,he said,thattechnologytendstooverstimulateyourbrain,disturbingsleepcyclesand preventingthemindfromgoingintowhatpsychologistscalltheDefaultModeNetworkthe highlycreativestateyouenterwhendaydreamingorbetweenwakingandsleep.And overstimulationcanjustplainhurt.ErikaGutscher,whoteachesscienceatayearround schoolinEastCary,N.C.,thathasbeenpilotingtheAmplifytabletsinceMarch,reportsthat sheandherstudentslovethetabletsbutgetheadachesiftheyusethemtoomuch. Thenthereareconcernsabouttheeffectofscreentimeonhowchildrenlearntobemembers ofahumancommunity.JayGiedd,aneuroscientistattheNationalInstituteofMentalHealth whospecializesinthestudyofadolescents,describesthetabletsabilitytoprovideinstant feedbackasparticularlybrainfriendlybut,hesays,alotofourbrainactivityisdevoted tosocialinteractionwithotherpeople,andanenormousamountofthechangeinthe adolescentbrainisaboutsocialization.Whatifwereinadvertentlyinterferingwith

developmentinwaysthatwillshowupin20yearsinwayswedidntexpect? SherryTurkle,anM.I.T.professorandaprominentCassandrawhowritesaboutthe unanticipatedconsequencesofourimmersioninelectronictechnology,describedsome aspectsoftabletsintheclassroomtomeasthedystopianpresentedastheutopian.Shesaid, Webecomesmittenwiththeideathattherewillbetechnologicalsolutionstotheseknotty problemswitheducation,butithappensoverandoveragainthatwestoptalkingtokids. Thatstherootofwhatshecallsthecrisisintheabilitytotalk.Highschoolteachersare alreadycomplaining,shesaid,thattheirstudentsarefixedonprogramsthatgivetheright answer,andtheyrelosingthenotionoftalkingandlisteningtoeachother,skillsthatmiddle schoolissupposedtoteach. ItoldherstoriesfromAmplifyspilotprogramsaboutpreviouslymarginal,quietstudents blossoming:theboyinGeorgiawhosetablettroubleshootingskillsmadehimpopularthetall girlinConnecticutwhoblewawayherclassmateswithanessayaboutwhatitsliketobe5 foot11inmiddleschool.Thetabletalsoincludesfeatureslikediscussiongroupsthatlet studentsengageoneanotherdirectly.Theresareasontheycallthemdiscussiongroupsand notconversations,Turklesaid.Youlearnhowtobroadcast,whichisnotthesamethingas whatyouandIaredoingnow.Postingstrongopinionsisntaconversation. Respondingtohercriticisms,JoelKleinsaid,Thisisanimportantissue,andshesobviously animportantmindatwork.WhenIconfessedtomyownreactiontostudentsstaringat screens,hesaid,IunderstandthatIhavesomeofthatsameemotionalresponse.Hisnear affectlessdeliverymadeithardtotellwhetherhewasdismissing,simplyacknowledgingor genuinelysympathizingwiththesepointsofview.Hedidgoontosaythathewouldntput fourthgradersinaMOOCamassiveopenonlinecourseandthathewouldexercisegreat restraintinintroducingtechnologyintoakindergartenclassroom. Buthewasntconcedingmuchground.Theworldislivinginthistechdrivenexperience,he said.Maybeweallshouldbeconcernedaboutit,butthinkabouthowempoweringitsbeen, andthenotionthatadeviceisgoingtomakeuslessgoodatproducingcitizensrunscounterto howdemocratizingthistechnologyis. InaroomdownthehallfromRobinBrittssocialstudiesteachers,agroupofEnglish teachersappearedtohavefallenintoapostlunchprofessionaldevelopmentcoma,broughton bytoomanyvideosandtoomuchjargon.Acrossthehall,mathteachersweremethodically proceedingwithminimaldiscussionthroughthechecklistoftabletskills.OnlyBrittsgroup, ledbyavirtuoso,waswrestlingwiththebigquestionsthatresonatedinthedetailsofthe tablettraining.Ashetoldthemmorethanonce,Itstheteacher,notthetechnology.

Askedhowtohandlestudentsgoofingoffonthetabletinclass,Brittreviewedthemechanics oftheappblocker.But,headded,thatsacasewheremaybeyouwanttouseproximity instead.Proximity?Acoupleofthetraineesstartedscanningtheirtabletsappsinthehopeof findingthatfeature.Maybeitcontrolledaminiaturedrone.ButBrittmoveduptherowof deskstostandrightnexttothequestionerandsaidtoeveryone:Youalreadyknowhowtodo this.Youkeepgoingwiththelessonbutyoumovecloser,youshowhimyoucanseewhathes doing.Whiletalking,hegavethequestioneralookIrememberwellfrommiddleschool,the onethatsays,BothyouandIwillbemuchhappierifyoustopdoingthatbeforeIhaveto interruptthelessontomakethechoiceforyou.Youdontneedatechnologicalsolutionfor everything,Brittsaid.Allthatstuffyoualreadyknowaboutteachingstillworks,andyou needitmorethanever. Togetthemostoutofeducationaltechnology,teachersmustcombinethosetraditional classroomskillswithnewones.Andtheirrepertoireswillhavetoexpandasthetablets powersgrow.Thisfall,masterymightmeangivingaquickquiz,thenbreakingupthestudents ontheflyintogroupsbasedontheiranswersandsendingeachgroupadifferentexercisefrom theteacherstablet.Innottoomanyyears,itmightmeanusingsophisticatedpattern recognizingalgorithmstoanalyzedatafromhomework,games,leisurereading,socialmedia andbiometricindicatorstodeterminethatonestudentshouldbeguidedtoaninteractive simulationofcoralreefecology,anothertoanessayexercisebuiltaroundacustomizedsetof coralreefrelatedvocabularywordsandconcepts,andotherstosomethingelse. Throughoutthetrainingday,Brittaddressedthedeepworry,voicedbySallyHurdSmithand others,thattechnologycanundercuttheconnectiontothestudentthatmakesteachingfeel rewardingandworthwhile.Onceyoudevelopfamiliaritywiththiskindofteachingandyour studentscatchontotheroutines,youfindyoucanactuallygiveeachstudentalotmoreof yourself,Brittsaid.Insteadoftalkingatagroupwhereonethirdareboredandonethird arelost,Icanhaveeverybodyworkingattheirlevel,andIhavetimetogivethelovetoyou andthenyouandyou.Hepointedaroundtheroomatindividuals,dispensingtheforceofhis convictioninconcentratedbursts. SomeoneaskedBritt,whohadusedlaptopsandKindlesinhisclassroomforyears,howlongit tookhimtodevelopthoseteachingroutines.Threeyearstoreallygetit,hesaid.Inamonth, thetraineeswouldbegintherealworkofadjustingtothenewways,daybydayinthe classroom.AnotherPLEF,WenalynBell,toldhergroup,Itslikebuildingaplanewhileits flying. AtmysecondinterviewwithJoelKlein,duringwhichhebarelylookedathissmartphoneat all,IaskedifhefelttechnologywasessentialtoimprovingAmericaneducationorifwemight

bebetteroffcommittingourresourcesotherwise.Wevespentsomuchonthingsthathavent worked,hesaid,makingalistthatincludedunderusedcomputersaswellasobsolete textbooks,uselesslayersofbureaucracyandsmallerclasssizes.Weshouldhavespentthat moneyonpreparinghigherqualityteachers.Sotherewasatleastoneotherwaytodoitalot differentandbetter. TakeFinland,Kleincontinued,citingeveryonesfavoriteexampleofacountrythatputsits moneyonexcellentteachers,nottechnology,androutinelyfinishesatthetopininternational assessments.Theresahighbarrierforentryintotheteachingprofession,thekindthatlets intheRobinBrittsandkeepsoutweakeraspirants.Teacherstherearealsowellpaid,heldin highesteemandtrustedtogetresultswithoutbeingforcedtoteachtothetest.ButAmericas educationalsystemisalotbigger,messier,lesscentralizedandmorefocusedonmarketbased solutionsthanFinlands.Also,ourgreaterincomeinequalityandthinnersocialsafetynet makeformuchwidervariationinstudentperformance,andatoxicpoliticalclimatehas encouragedourtraditionallowregardforteacherstoflowerintooutrightcontempt. Still,ifeveryoneagreesthatgoodteachersmakeallthedifference,wouldntitmakemore sensetodevoteourresourcestostrengtheningtheteachingprofessionwithbetter recruitment,training,supportandpay?Itseemsmisguidedtotrytoimprovetheprocessof learningbyputtinganexpensivetoolinthehandsofteachersweotherwisetreatlikethepoor relationsofthehightechwhizkidswhodesignthetool. Areouroverwhelmed,besieged,haphazardlyrecruited,variablytrained,underpaid,notso eliteteachers,infact,thepotentialweaklinkinAmplifysbidtodisruptAmericanschooling? Kleinsaidthatwehave3.5millionelementaryandmiddleschoolteachers.Wehavetoput theworkofthemostbrilliantpeopleintheirhands,hesaid.Ifwedontempowerthem,it wontwork.Behindthetalkingpointsandbuzzwords,whatIheardhimsayingwasYes.
CarloRotellaisthedirectorofAmericanstudiesatBostonCollegeandtheauthor,mostrecently,of PlayinginTime:Essays,ProfilesandOtherTrueStories. Editor:DeanRobinson