Reposted from the New York Times:
More technology in the classroom has long been a policy-making panacea. But mounting evidence shows that showering students, especially those from struggling families, with networked devices will not shrink the class divide in education. If anything, it will widen it.
In the early 2000s, the Duke University economists Jacob Vigdor and Helen Ladd tracked the academic progress of nearly one million disadvantaged middle-school students against the dates they were given networked computers. The researchers assessed the students’ math and reading skills annually for five years, and recorded how they spent their time. The news was not good.
“Students who gain access to a home computer between the 5th and 8th grades tend to witness a persistent decline in reading and math scores,” the economists wrote, adding that license to surf the Internet was also linked to lower grades in younger children. In fact, the students’ academic scores dropped and remained depressed for as long as the researchers kept tabs on them. What’s worse, the weaker students (boys, African-Americans) were more adversely affected than the rest. When their computers arrived, their reading scores fell off a cliff.
The problem is the differential impact on children from poor families. Babies born to low-income parents spend at least 40 percent of their waking hours in front of a screen — more than twice the time spent by middle-class babies. They also get far less cuddling and bantering over family meals than do more privileged children. The give-and-take of these interactions is what predicts robust vocabularies and school success. Apps and videos don’t.