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U.S. K-12 Educational Technology Policy: What is the Federal Role? (Part I)

While Congress has given us a new federal education law (and educational technology program) and the Obama Administration has given us a new national educational technology plan, I’d contend there is little coherence or evidence of a theory of action underlying the federal role for technology in K-12 education as of the start of 2016. This post kicks off a multi-part series considering 20+ years of federal education technology policy toward the end of suggesting a more productive role going forward. It is my hope that this series of posts helps spur deeper consideration of this important education policy issue.

Why Are We Biased Against Games for Learning?

Games for learning advocates take note. A new study reveals that parents of young children are more likely to say technology and media has a positive effect on young children’s creativity and basic educational skills. However, the one medium that runs counter to this trend is video games, for which a majority of parents hold negative views in terms of its impact on learning. I can offer no compelling armchair hypothesis for why parents are so negative about the educational impact of games. It seems as if there is some cultural bias at play that is anti-gaming – and I believe undeservedly so.