It’s time to lay an unsuccessful idea to rest.
CSU Pueblo’s Jonathan Rees takes issue with Clayton Christensen Institute’s Julia Freeland Fisher’s use of refrigeration history to explain ed tech diffusion. That might sound esoteric, but it’s a classic example of the kind of rigor we should be applying to all ed tech analysis.
The overuse of Clayton Christensen’s disruptive innovation theory has rightly been criticized in education circles for years. I say rightly in that judging a non-commodity public good with the same theory as disk drives is a silly notion without some extensive analysis to back up that extrapolation. As Audrey Watters wrote in 2013: Rather, my assigning […]
By 2015, 25 million post-secondary students in the United States will be taking classes online. And as that happens, the number of students who take classes exclusively on physical campuses will plummet, from 14.4 million in 2010 to just 4.1 million five years later, according to a new forecast released by market research firm Ambient […]