Cobb County is about to experiment with integrating the technologies that dominate children’s lives into the classroom through an ambitious pilot project at three middle schools.
This is a growing trend, but one for which effectiveness has yet to be proven.
While there is much on-going research on new technologies and their effects on teaching and learning, there is little rigorous, large-scale data that makes for solid research, education experts say. The vast majority of the studies available are funded by the very companies and institutions that have created and promoted the technology, raising questions of the research’s validity and objectivity. In addition, the kinds of studies that produce meaningful data often take several years to complete—a timeline that lags far behind the fast pace of emerging and evolving technologies.
For example, it is difficult to pinpoint empirical data to support the case for mobile learning