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What’s the future of education technology? Venturing an educated guess is Larry Cuban, a high school social studies teacher for 14 years and a district superintendent (seven years in Arlington, VA), is professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “Inside the Black Box of Classroom Practice: Change without Reform in American Education.” This post appeared on his blog about school reform and classroom practice.
By Larry Cuban
For the past four years, I have offered predictions of what I see around the corner for high-tech in K-12 schools
But not higher education. So I venture one now.
Last year, was the year of the MOOC. Hysterical predictions of the end of higher education and the transformation of teaching soared through cyberspace and media (see here and here). And then just a few weeks ago, Sebastian Thrun, one of the “godfathers” of MOOCs who sang the siren song of a revolutionized higher education, warbled goodbye to MOOCs. But MOOCs continue to thrive although the rhetoric has been dialed back (For an overview of the past year for MOOCs in a distinctly skeptical voice, see here).
For those who see MOOCs as a fine example of the Hype Cycle (as I do), I would put MOOCs in the “Trough of Disillusionment” in 2013. Over the next decade, however, I do believe, as others suggest, that there will be a slow crawl–see here–up the Slope of Enlightenment as community colleges and state universities, but not elite institutions, figure out how to incorporate MOOCs into revenue-producing degree programs (there are less than a handful now for the bachelors and masters degrees). No MOOCS, however, for K-12 public schools.
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/22/where-education-technology-will-and-wont-take-us-by-2024/?tid=pm_local_pop
What’s the future of education technology? Venturing an educated guess is Larry Cuban, a high school social studies teacher for 14 years and a district superintendent (seven years in Arlington, VA), is professor emeritus of education at Stanford University, where he has taught for more than 20 years. His latest book is “Inside the Black Box of Classroom Practice: Change without Reform in American Education.” This post appeared on his blog about school reform and classroom practice.
By Larry Cuban
For the past four years, I have offered predictions of what I see around the corner for high-tech in K-12 schools
But not higher education. So I venture one now.
Last year, was the year of the MOOC. Hysterical predictions of the end of higher education and the transformation of teaching soared through cyberspace and media (see here and here). And then just a few weeks ago, Sebastian Thrun, one of the “godfathers” of MOOCs who sang the siren song of a revolutionized higher education, warbled goodbye to MOOCs. But MOOCs continue to thrive although the rhetoric has been dialed back (For an overview of the past year for MOOCs in a distinctly skeptical voice, see here).
For those who see MOOCs as a fine example of the Hype Cycle (as I do), I would put MOOCs in the “Trough of Disillusionment” in 2013. Over the next decade, however, I do believe, as others suggest, that there will be a slow crawl–see here–up the Slope of Enlightenment as community colleges and state universities, but not elite institutions, figure out how to incorporate MOOCs into revenue-producing degree programs (there are less than a handful now for the bachelors and masters degrees). No MOOCS, however, for K-12 public schools.
http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/12/22/where-education-technology-will-and-wont-take-us-by-2024/?tid=pm_local_pop
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