This article in the New York Times, "In Classroom of Future, Stagnant Scores," the difficulty in finding positive metrics to support the introduction of technology into the classroom is examined. At this juncture, technology may not be the lever in improving education scores that many were hoping. From a systems design standpoint, the root cause of declining or stagnant scores is most likely outside the tools of the classroom.

“Rather than being a cure-all or silver bullet, one-to-one laptop programs may simply amplify what’s already occurring — for better or worse,” wrote Bryan Goodwin, spokesman for Mid-continent Research for Education and Learning, a nonpartisan group that did the study, in an essay. Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.

Read the entire article here.