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Books are another object that we tend to perceive as temporally-laden

books have time, and the reasons for this have a tremendous amount to do with our cultural history of books and what books are.

Books exist within these spaces; books are also of these spaces. Contemporary mass-market paperbacks aside, the default quintessential Book is old, hard-bound, possibly large and heavy, frequently dusty

It took a lot of time to make books, and books themselves contained a lot of time within them as part of their content. Though none of the books we read now are produced in that way, the past of books still works to shape our present imagining of them.

When we hold an ereader, we are aware – if only subconsciously – that time is not there in the same way that it is with a dead tree book. It doesn’t connect to all the temporally-laden ideas of Bookness that we carry around in our collective cultural memory.

That's the kind of an app that definitely has a logic behind it. It has a philosophy and that's a philosophy that says that you need to care about the environment because you want to impress your friends.

But other people would say, well, this is how cultural innovation happens. We need to leave certain margins of error in place and actually allow people to mix ingredients in ways that are silly and unexpectable for new cultural innovation, new culinary products to emerge. I

t's not being marketed as a vice fee. It's being marketed as a health premium.

What if, instead, in ten years those teens-now-adults used those tweets and their lingering presence in search results as a teachable moment?

But I would argue that’s the point: You can’t separate the technology from the rest of the learning process, because they are inextricably bound.

But technology doesn’t exist in a vacuum. For technology to have an impact on student achievement, schools also need sound teaching, strong leadership, fidelity of use, and a supportive culture, among other things.

In other words, technology can’t improve student outcomes by itself. Instead, it’s one of several elements that must work together in harmony, like a complex dance, to elicit results. Should it come as a surprise that test scores haven’t risen markedly in Kyrene, when the Times reported the district has had to cut several teaching positions in recent years? Who knows how much the district has invested in professional development, or tech support?

But the Times got it wrong with regard to the central question it invited readers to consider. Instead of examining whether technology is worth schools’ investment, the newspaper should have focused on two other, more relevant questions: Why are so many districts that invest in technology still failing to see success? And, what are the conditions that best lead to ed-tech success?

Funding constraints have been exacerbated by an ever-multiplying series of challenges, such as growing populations of ESL and special-needs students and the creeping effects of poverty on school district operations.

Problems such as poverty have always existed, but what hasn’t is the idea that schools should be responsible for educating every child, regardless of his or her circumstances. As a society, we’ve made this promise as part of No Child Left Behind, but we haven’t backed it up with the funding that is needed to make good on this promise—preferring instead what we think are quick solutions, such as merit pay for teachers … or technology in classrooms.

The real question isn’t how to improve public education, he says—it’s: Do we really want to? And that’s a question we’ve been avoiding as a society, because the answer might require a level of commitment we’re not prepared to make.

In the wealthiest country in the world, it would be nice to think that school districts like Kyrene shouldn’t have to choose between technology and teachers. It would be nice to think they could afford both.