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"the tension between ideology and evidence in the education reform debate." This tension really lies at the heart of what we'll be discussing in the coming weeks. 

Ahhh, social justice material; technology topics are dandy, but now that is the stuff. It is interesting that the article begins with a comment that the ideology is more effective then the evidence-based position. In line with Ch. 1 of Willingham's text I would say. I was always a "pull yourself up by the boot straps" kind of thinker until I really thought about it. While I am focusing on the education aspect of change and believe that every child can learn and that effective teachers make that happen, I have also seen the evidence that there are wider factors at play in poverty and ignoring them won't change the data or the wealth disparities. As educators who are dug-in and close to the issues sometimes there is a fine line between ignoring that data, being aware of it as we form decisions or using it as excuses. I can appreciate that the ideology side doesn't want to waiver from their noble stance because they don't want to make any excuses; maybe that is why the author calls it more effective, because of the emotion attached. Is it really a problem to have such a positive, unrelenting drive toward success within that specific context of change? I mean if you are a teacher in a rural, 98% free and reduced lunch school while you might not have the skills to bring healthcare to that community you sure as heck can lead your class. I often think what the outcome would be if everyone were crazy in a way they are able to suspend what the see around them to create a new reality so the negativity cannot seep in. The survey research that is cited got me to think maybe it isn't crazy but rather logically suspending our notions for the facts and then addressing them. I think there is a place for both sides I just wish the evidence would be acknowledged so those who are passionate about other aspects can get to work. It is a network with many cogs that will cause change but if the perceptions cannot be influenced by the data then even the best teacher or commun

This paper presents the findings of a study on the current knowledge and attitudes of pre-service teachers on the use of scenario-based multi-user virtual environments in science education. The 28 participants involved in the study were introduced to Virtual Singapura, a multi-user virtual environment, and completed an open-ended questionnaire.

Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology applications beyond basic Internet browsing and word processing. Based on the study findings, the following conclusions were reached. First, the findings suggest that the integration of 1:1 laptop computing increased student engagement and learning, motivation, and ability to work individually. Secondly, the data provided evidence to suggest that the implementation of 1:1 laptop computing increased the use of technology in the classroom and in the home by students. Finally, the data provided evidence to indicate that faculty believed that the integration of 1:1 computing improved traditional, at-risk, and high-achieving students learning experiences.

"Matthews cited three studies, none of which shows the relationship he alleges, or purports to."

Does this Mathews character carry any weight. It seems he is more interested in self promotion and recognition as an educational reformist than actually improving our schools. I hope I'm in the "ballpark" with other educators' reactions/ point of view. It's is frustrating when folks mislead the public about policies that are meant to support teachers. Granted not all policies are flawless, but they often seem to be the ones getting attacked the most.

Tyler, Matthews writes for The Washington Post. That give him a huge audience and, therefore, immense power to persuade. And, as you know, with great power comes great responsibility. So, yeah...

KIPP Empower embraces blended learning to pursue its mission in tough budget times The original blueprint for the KIPP Empower Academy read something like this: five teachers per grade; 100 students per grade; very few classroom computers.

There is increasing evidence that games provide good learning environments, particularly in their ability to drive tenacity and intrinsic motivation, two key characteristics needed for student success. Advancing technology now enables games to also serve as assessments with real-time data that gives teachers the ability to have immediate information about students' knowledge so they can provide differentiated instruction.