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Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day, to say nothing of eight to twelve school years.

All of the evidence stands on its own, but I will tie them together with a single theory that explains why technology is unable to substitute for good teaching

One point that both authors make is that there is a repetitive cycle of technology in education that goes through hype, investment, poor integration, and lack of educational outcomes. The cycle keeps spinning only because each new technology reinitiates the cycle. In 1922, Thomas Edison claimed that movies would “revolutionize our educational system.” In 1945, William Levenson, a Cleveland radio station director, suggested that portable radios in classrooms should be “integrated into school life” alongside blackboards. In the 1960s, governments under John F. Kennedy and Lyndon Johnson invested in classroom TV. In an irrational leap of reasoning that is symptomatic of technology in education, Johnson went from a valid lament, “Unhappily, the world has only a fraction of the teachers it needs,” to a non-solution… to meet the challenge “through educational television.”

technology does not raise test scores or improve achievement. The answer to the question of technology improving learning is a resounding “NO!”

technology is an amazing tool for teachers to leverage for their students’ learning.

Handing technology to students is insufficient for improving learning.

Texting, TV and Tech Trashing Children's Attention Spans

other by Common Sense Media.

Although teachers see a number of advantages in young people's heavy use of digital media (especially in their ability to find information quickly and efficiently), it is the potentially harmful e

Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem

Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem

As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined,

eading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.

Technology is not a panacea in education, because of the skills that are being lost.

At its core, digital literacy refers to the ability to locate, organize, understand, evaluate, and analyze information using new information and communications technology. Possessing digital literacy skills entails a working knowledge of current advanced technologies and, more importantly, a substantive understanding of how broadband-enabled tools can be used to enhance one's life.

Children raised in unconnected homes lack easy access to a computer and high-speed Internet connection during their formative years, thus perpetuating the existence of a digital divide that has left more than half of all black and Hispanic households unconnected to broadband. The result of this cycle is a minority workforce lacking in the digital literacy skills necessary to succeed in the 21st century.

Building digital literacy training into K-12 education is certainly an important first step since it provides new users with a tangible value proposition for going online. But we need to do more to ensure that these gains - in schools and on social networks - are sustained in the near term and maximized over the long term. Doing so will level the playing field for minorities and usher them into a new world of equal economic opportunity.

Children's literacy is being damaged by social media, headmasters claim.They say pupils are too distracted by sites such as Facebook and Twitter to bother to read a book.As a result, thousands are poor spellers and have little understanding of grammar.

The research uses examples such as one applicant stating: ‘I wont to work wiv you’re company.’

The research, conducted by Booked, a magazine for schools, found that half of Britain’s headmasters are concerned about their pupils’ approach to reading.