A Glitch in the EdReform Matrix: The 2016 EdNext Poll on Blended Learning

Last year at this time, I had some words about the treatment of technology in the 2015 EdNext Poll on School Reform. My critique (along with that of others who may not have been so public) resulted in a public rejoinder and reconsideration by Paul Peterson and Michael Horn of the magical percent of instructional time that should occur on computers in American high schools. Presumably, this ideal dosage of the ‘blended learning’ intervention would be sufficient to reliably generate positive learning outcomes for typical students in typical schools when compared to the alternative: traditional classroom practice not involving the use of computers. While I asserted that the polling question was of dubious value and its analysis misleading, the authors doubled down on the broad importance of the question and line of inquiry.

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