For decades, technology advocates have claimed that we are on the cusp of a complete transformation in education. But, as Justin Reich explains, such transformations have not yet come to pass. Even during the COVID-19 pandemic, teachers did not use technology to significantly alter their teaching. Instead, technology enabled them to maintain many of their classroom routines (using learning management systems or video conferencing) or supplement their usual instruction (using gamified apps). Teachers did, however, tinker with their methods throughout the pandemic, gradually improving over time. Reich suggests that this tinkering framework is a more realistic way to think about ed tech’s potential to support teaching and learning.

几十年来，技术倡导者一直宣称我们正处于教育彻底转型的风口浪尖。但是，正如贾斯汀·赖希（Justin Reich）解释的那样，这种转变尚未实现。即使在COVID-19大流行期间，教师也没有使用技术来显着改变其教学方式。取而代之的是，技术使他们能够维持许多课堂常规（使用学习管理系统或视频会议）或补充他们的常规指导（使用游戏化的应用程序）。但是，在整个大流行中，教师确实会修改他们的方法，并随着时间的流逝逐渐改善。赖希（Reich）认为，这种修补框架是一种更现实的方式来考虑教育技术在支持教学方面的潜力。