000			01905cam a2200301 i 4500
001			on1145415890
003			OCoLC
007			ta
008			210122s2020 mau b 001 0 eng d
010			_a 2020012257
020			_a9780674089044 (hardcover)
020			_a0674089049 (hardcover)
035			_a(OCoLC)1145415890
050			_aLB1028.3 _b.R45 2020
100	1		_aReich, Justin, _d1977-
245	1	0	_aFailure to disrupt : _bwhy technology alone can't transform education / _cJustin Reich.
260			_aCambridge, Massachusetts : _bHarvard University Press, _c2020.
300			_axi, 312 p.
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: Education technology's unrequited disruption -- Part I. Three genres of learning at scale. Instructor-guided learning at scale: massive open online courses -- Algorithm-guided learning at scale: adaptive tutors and computer-assisted instruction -- Peer-guided learning at scale: networked learning communities -- Testing the genres at scale: learning games -- Part II. Dilemmas in learning at scale. The curse of the familiar -- The Edtech Matthew effect -- The trap of routine assessment -- The toxic power of data and experiments -- Conclusion: Preparing for the next learning-at-scale hype cycle.
520			_a"From MOOCs to autograders to computerized tutors, technologies designed for large-scale learning have never lived up to the hype. Justin Reich once promoted these "transformative" novelties; now he reveals their failures. Successful education reform, he concludes, will focus on incremental institutional change, not the next killer app"
650		4	_aEducational technology.
650		4	_aEducational change.
650		4	_aComputer-assisted instruction _xEvaluation.
650		4	_aInternet in education _xEvaluation.
650		4	_aMOOCs (Web-based instruction) _xEvaluation.
942			_2lcc _cBK
999			_c350 _d350