MIT Technology Review – Natalie Wexler
“In a first grade classroom I visited a few years ago, most of the six-year-olds were using iPads or computers. They were working independently on math problems supposedly geared to their ability, while the teacher worked separately with a small group. I watched as one boy, whom I’ll call Kevin, stared at an iPad screen that directed him to “combine 8 and 3.” A struggling reader (like almost all his classmates), he pressed the “Listen” button. But he still didn’t try to provide an answer. “Do you know what combine means?” I asked. Finding that he didn’t, I explained it meant “add.” Satisfied that I’d put Kevin on the path to success, I moved on to observe other students—and found their iPads displaying sentences like Round 119 to the nearest ten and Find the area of the following triangle in square units. If Kevin didn’t understand combine, were other kids understanding words like round and area? Not to mention square units?” (more)