The crutch isn't the EdTech itself. The numerous examples regarding WGU's success for some self-driven training here suffices to suggest the tech isn't the issue.
It's the metrics required as part of legislation such as NCLB that effectively bind administrations to ensure adherence to a common curriculum, regardless of capacity or competence.
This effectively imposes Goodhart's law, since the only way to meet these measures on scale is to teach to the test, and only the test.
This ensures that no actual deep learning occurs for those falling back, while hamstringing those who master the subject matter early since there is no mechanism for rewarding early mastery.
https://news.ycombinator.com/item?id=42110149
The crutch isn't the EdTech itself. The numerous examples regarding WGU's success for some self-driven training here suffices to suggest the tech isn't the issue.
It's the metrics required as part of legislation such as NCLB that effectively bind administrations to ensure adherence to a common curriculum, regardless of capacity or competence.
This effectively imposes Goodhart's law, since the only way to meet these measures on scale is to teach to the test, and only the test.
This ensures that no actual deep learning occurs for those falling back, while hamstringing those who master the subject matter early since there is no mechanism for rewarding early mastery.