From Clark and Salomon (1986):
General media comparisons and studies pertaining to their overall instructional impact have yielded little that warrants optimism. Even in the few cases where dramatic changes in achievement or ability were found to result from the introduction of a medium such as television, . . . it was not the medium per se that caused the change, but rather the curricular reform that its introduction enabled.
I am Here for the Learning Revolution by Wesley Fryer
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This is why, in my opinion, the state of education is so sucky today. Our (educators’) use of technology for learning is hampered by the glass ceiling of curriculum. Only when the curriculum changes will dramatic changes in learning occur. Currently, too many schools are trying to fit square pegs into round holes; that is, teachers are using fabulous technology (IWBs, Tablet PCs, iPod Touch, VoiceThread, and more) to teach curriculum that is still content-based.
These technologies should be reforming curriculum. Why aren’t they?
How can we move this forward? How can we change curricula so that it allows teachers and students “dramatic change”? What is standing in the way, and how can we overcome this obstacle?
Clark, R.E., & Salomon, G. (1986). Media in teaching. In M. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp.464-478). New York: Macmillan.
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