Here's a longread I've been working on for a while—about tech, student-teacher bonds, and philanthrocapitalist intervention in our K–12 schools:
https://www.newyorker.com/news/dispatch/the-messy-reality-of-personalized-learning … @NewYorker @hechingerreport
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Not something I could get into at length, and it obviously varies, but PL generally requires making individual/small-group lesson plans and activities that integrate the computer. Bit more complicated, yet less open-ended, with an overarching platform like Summit.
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I was interested in the comment about how it affects different kinds of kids. Are there any studies on how it affects more vs. less socioeconomically privileged kids? Does it mostly keep gaps the same or actively make things worse/better than they’d otherwise be?
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