In the last decade, schools have dedicated tremendous resources to deploying technology into the classroom. As they invested in hardware and software, they began employing educational technology specialists to incorporate technology that improves pedagogy. Ideally, these specialists partner with teachers to design unique and creative experiences using new technology to boost engagement and risk-taking.
In practice, however, teachers tend to seek out specialists for a technological solution that makes an assignment or grading practice more efficient: A teacher takes a new tool or technique and applies it to previous content or assignments. These interactions are transactional rather than transformational; they enforce the status quo. And ultimately, they make it harder to transform learning in the long run.
Via Edumorfosis