The conclusion that emerges is that schools and education systems are, on average, not ready to leverage the potential of technology. Gaps in the digital skills of both teachers and students, difficulties in locating high-quality digital learning resources from among a plethora of poor?quality ones, a lack of clarity on the learning goals, and insufficient pedagogical preparation for blending technology meaningfully into lessons and curricula, create a wedge between expectations and reality. If these challenges are not addressed as part of the technology plans of schools and education ministries, technology may do more harm than good to the teacherstudent interactions that underpin deep conceptual understanding and higher-order thinking.
What this shows is that the successful integration of technology in education is not so much a matter of choosing the right device, the right amount of time to spend with it, the best software or the right digital textbook. The key elements for success are the teachers, school leaders and other decision makers who have the vision, and the ability, to make the connection between students, computers and learning.
Παρακαλούνται οι ενδιαφερόμενοι να μελετήσουν το πλήρες κείμενο (και τις επισημάνσεις που έχω εισάγει) και να μην απομονώνουν αποσπάσματα του κειμένου, διότι εκτίθενται. Δεν παρέχεται η δυνατότητα μετάφρασης.