I used to wonder why academics ignore so much of what went on in K12. Didn’t they know about these “new” things? Why do they avoid getting involved?

I think I’ve come to better understand it, but I don’t consider myself an “academic” given I’m a teacher. The issue is lack of evidence and commercial bias. In business, it seems a general working knowledge of a market is all that’s needed to head up some education-sounding marketing push. Evidence of success is to self badge or become endorsed via the media as a “celebrity”.

The fact neither do any research, can produce no meaningful evidence and will not escape the “no significant difference” problem – isn’t a problem — unless you ask for evidence.

If brand X makes a game called “bussfish” then bussfish is the best educational game ever. If teacher B has the archetypes needed to attract media interest and says “future” things that pop culture wants to believe – why ask for evidence?

On the other hand, if what you are doing is entirely based on evidence, data, analysis and connections to other people doing the same … then the questions you have … cannot be dismissed simply because it suits business agendas or imedia fodder. In fact, as a teacher – being on the end of hype and marketing – creates very real classroom issues.

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