Last month, The Economist ran a terrific combination feature and editorial on educational technology and how, properly deployed, it can transform the old Prussian model of schooling that most of the world has followed since the eighteenth century.
It seems that fascination with the potential of technology to improve education has been around at least since psychologist Sidney Pressey devised a “teaching machine” in 1928 that he expected to liberate students and teachers from “educational drudgery.” It “had a paper drum displaying multiple-choice questions. Pressing the right key moved the drum on,” with candy used to incentivize kids to keep going.
B.F. Skinner, the behavioral psychologist famous for “Skinner boxes,” created his own version of teaching machines in the 1950’s but, after a brief fad, everyone went back to the Prussian model.
Today, despite a rough start for full-time virtual schooling, we’re pumped about the potential of technology to boost education—excited by promising models of blended learning, thrilled by the soaring example of the Khan Academy, and encouraged by the big bucks (from Zuckerberg et al.) going into the personalizing of primary-secondary education.
That’s in the United States. The Economist astutely points out that technology can be...