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if K-12 wants discontinuous, substantive improvement in student achievement, then it needs to change its pedagogical practices to better exploit the affordances of the computer

In K–12 education, every reinvention effort gained some traction for a while and left a legacy behind. Indeed, one way to depict U.S. public schools circa 2016 is a vast archeological dig with layers of earlier civilizations visible as we excavate and with the pottery shards and tools that each used now heaped messily all over the place.

The literature shows that more recent, sophisticated applications of the technology produce greater positive gains than older applications, he said.

"Where technology does have a positive impact is when it actively engages students, when it's used as a communication tool, when it's used for things like simulations or games that enable students to actively manipulate the environment."

When students use facts and information to solve problems they both gain the facts and information and learn to solve problems. Games are one good way to do this, because a video game is problem solving with lots of practice, feedback, and assessment (e.g., boss battles). But this style of learning can and should be done in many different ways.

an adult’s knowledge needs to continually grow. The changing nature of today’s society demands the necessity for gaining new skills, new understandings, and new intellectual orientations throughout a person’s life.

36 percent of students demonstrated no significant gains in critical thinking, complex reasoning and written communication over four years of college. After only two years of college, that percentage -- 45 -- is even higher.

students aren't studying enough; faculty members aren't demanding enough of students; administrators aren't paying attention to student learning outcomes;