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New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning

Noel Enyedy
National Education Policy Center, Univ. of Colorado
November, 2014
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The pace of technological advancement, combined with improvements technology has brought to other sectors, is leading policymakers and educators alike to take another look at computers in the classroom, and even at computers instead of classrooms. In particular, advances in computational power, memory storage, and artificial intelligence are breathing new life into the promise that instruction can be tailored to the needs of each individual student, much like a one-on-one tutor. The term most often used by advocates for this approach is “Personalized Instruction.” Despite the advances in both hardware and software, recent studies show little evidence for the effectiveness of this model of integrating technology into the learning process.

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