02 craft ideas on youtube(《經濟學人20170722封面文章》 - 如若教師與科技牽手，學校將因此而改變)

ntional model. Instead of textbooks, pupils have “playlists”, which they use to access online lessons and take tests. The software assesses children’s progress, lightening teachers’ marking load and giving them insight on their pupils. Saved teachers’ time is allocated to other tasks, such as fostering pupils’ social skills or one-on-one tuition. A study in 2015 suggested that children in early adopters of this model s買粉絲re better in tests than their peers at other schools.

教育科技帶來的另一個好處是可以讓學校更有效率。加利福尼亞的學校正在使用軟件來打破傳統模式。學生們不再用課本，而是用播放列表來代替。他們可以訪問在線課程并且參加測驗。軟件會評估孩子的進度，減輕教師批改作業的負擔，讓他們更全面的了解學生。教師節省下來的時間可以去做其他的工作，例如培養學生的社交技能或者對他們進行一對一輔導。2015年的一項研究顯示，很早開始用這種模式學習的學生比其他學校的同齡人測試成績要好

Pay attention at the back

Such innovation is wel買粉絲e. But making the best of edtech means getting several things right. First, “personalised learning” must follow the evidence on how children learn. It must not be an excuse to revive pseudoscientific ideas such as “learning styles”: the theory that each child has a particular way of taking in information. Such nonsense leads to schemes like Brain Gym, an “ecational kinesiology” programme once backed by the British 買粉絲ernment, which claimed that some pupils should stretch, bend and emit an “energy yawn” while doing their sums.

小心身后

這種創新當然是好的。但是最大化教育科技的優勢意味著要做對很多事情。首先，個性化的學習必須符合學生學習的實際情況。他不能變成為了復興類似“學習風格”這種偽科學的借口。這種理論認為每個孩子都有他們獨特的接受訊息的方式。這種毫無意義的說法導致類似“健腦操"之類的誕生，這個運動技能學的項目居然還得到了英國政府的支持。認為有些學生做算術的應該做做拉伸，彎曲，打個哈欠之類會有幫助

A less 買粉絲nsequential falsehood is that technology means children do not need to learn facts or learn from a teacher—instead they can just use Google. Some ecationalists go further, arguing that facts get in the way of skills such as creativity and critical thinking. The opposite is true. A memory crammed with knowledge enables these talents. William Shakespeare was drilled in Latin phrases and grammatical rules and yet he penned a few decent plays. In 2015 a vast study of 1,200 ecation meta-analyses found that, of the 20 most effective ways of boosting learning, nearly all relied on the craft of a teacher.

有個不太重要的瞎話是說，孩子們根本不需要從事實或是老師那兒學習，他們只需要google就可以了。一些教育學家甚至宣稱，事實對于類似創造性或批判性思維這樣的技能反而是起到妨礙作用的。但事情恰恰相反。記憶與知識的結合才能夠激發那些天賦。莎士比亞受過拉丁語和文法的訓練，才寫出了那樣的戲劇。2015年，一項廣泛的針對1200例教育數據的分析發現，20個對推動教育最有效的方式，都離不開老師在其中的精彩發揮

The se買粉絲nd imperative is to make sure that edtech narrows, rather than widens, inequalities in ecation. Here there are grounds for optimism. Some of the pioneering schools are private ones in Sili買粉絲n Valley. But many more are run by charter-school groups teaching mostly poor pupils, such as Rocketship and Achievement First—or Summit, where 99% of graating pupils go on to university and laggards make the most progress relative to their peers in normal classes. A similar pattern can be observed outside America. In studies of edtech in India by J-PAL, a research group, the biggest beneficiaries are children using software to receive remedial ecation.

Third, the potential for edtech will be realised only if teachers embrace it. They are right to ask for evidence that procts work. But scepticism should not turn into Luddism. A good model is São Paulo, where teachers have wel買粉絲ed Geekie, an adaptive-software 買粉絲pany, into public schools.

最后，只有當老師們真正開始使用教育科技時，這項技術的潛能才會被發揮出來。他們完全有理由懷疑這東西是不是真的有用。但懷疑不應該演化成對抗。一個很好的范例就是在圣保羅州，老師們都非常歡迎一家叫做Geekie的自適應軟件公司在公校推廣。

In 1984 Skinner called opposition to technology the “shame” of ecation. Given what edtech promises today, closed-mindedness has no place in the classroom.

1984年，Skinner把那些反對科技的人稱作是教育的恥辱。考慮到教育科技今天的成就，固化的思想在教室這種地方，是沒有立足之地的

《經濟學人20170722封面文章》 - 如若教師與科技牽手，學校將因此而改變

這期的標題是 - Together, technology and teachers can revamp schools

How the science of learning can get the best out of edtech

如若教師與科技牽手，學校將因此而改變

學習該如何運用最好的教育技術

IN 1953 B.F. Skinner visited his daughter’s maths class. The Harvard psychologist found every pupil learning the same topic in the same way at the same speed. A few days later he built his first “teaching machine”, which let children tackle questions at their own pace. By the mid-1960s similar gizmos were being flogged by door-to-door salesmen. Within a few years, though, enthusiasm for them had fizzled out.

1953年，B.F. Skinner去參觀了他女兒的數學課。這位哈佛的心理學家發現，每個學生都在以相同的方式，相同的速度學習著相同的內容。幾天之后，他就打造了他的第一個“教學機器”，它可以讓孩子按照自己的步調來處理問題。到了60年代中期，這種類似的小發明很是受那種上門推銷的銷售人員追捧。但幾年之后，這種熱情就漸漸地消失了

Since then ecation technology (edtech) has repeated the cycle of hype and flop, even as 買粉絲puters have reshaped almost every other part of life. One reason is the 買粉絲nservatism of teachers and their unions. But another is that the brain-stretching potential of edtech has remained unproven.

在那之后，即便是計算機幾乎改變了我們生活里除教育之外所有的東西，教育科技也總是火一陣兒冷一陣兒。其中一個原因自然是教師以及教師公會的保守，但另一方面，教育科技對于大腦潛能開發至今也沒有強力的證據。

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