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Submitted by Eyal Szewkis on

Thank you, Mike, for this great article. I can't agree more with the points you've made.

In my view, the main problem when implementing new policies concerning education is that sometimes those who design these programs are completely isolated from the reality to be faced where these plans have to be implemented. As you pointed out in the first worst practice, "Dump hardware in schools, hope for magic to happen", this happens a lot especially when the technical side doesn't take into account the importance of pedagogy or learning. At the same time, I would add that sometimes this happens because there are hidden incentives for governments, institutions or companies ($) to deploy a specific technology quickly. In any team or new EdTech implementation, I think that the most important component has to be the pedagogical view, otherwise, the developed technology is may be useless (point 3?).

I would also emphasize the worst practice of "Design for OECD learning environments, implement elsewhere". Having just completed an Ed. M. in the US, in one of the most important universities in the world and coming from South America, I was impressed how often all the statements that were made and "best practices" mentioned, only applied to the US, and because of that, it was assumed that those were the way to do things. I also wonder why "in the developed world" we usually don't want to learn from experiences from developing countries where sometimes they get incredible results with few resources and in much harder conditions.