Three powerful myths persist in our narratives around education technology.
The first is that technology has the capacity to disrupt systems. For all the hope and hype that technologies can enable major organizational changes in educational systems through personalization, unbundling, or information access, but in reality, the reality is that culture domesticates new technologies. New apps, software, and devices are put in the service of existing structures and systems, rather than rearranging them. The most widely adopted education technologies are those that add a little efficiency to existing practices in school systems.
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