ABSTRACT
The most common finding of research on effectiveness of ICT in K-12 schools is “no significant difference.” Even RCT studies done under near-perfect “hothouse” conditions rarely show effect sizes greater than 0.3 or so. And even the best applications rarely make it past the early adopters and into wide adoption. The reasons we usually give point to a variety of weak implementations, which we attribute to a variety of causes: the educational system, policy, funding, teacher attitudes and technology competence, and so on (a classic critique is Cuban & Cuban, 2009). We always argue that “more PD is needed.” But perhaps, dear Brutus, the fault is not just in our star schools and teachers but in ourselves.
