Mike Trucano, in a typically balanced and measured World Bank blog post, notes that computer labs are coming under increasing scrutiny — and that despite decades of use in the developed world, there is little evidence for them being an effective use of resources given today’s options for discovering computing, learning to use software tools, or connecting to the internet.
Expert opinion, at least in many OECD countries, is increasingly calling into question the reliance on school computer labs as the primary model for impactful use of educational technologies.
He notes the common arguments for teaching with or building computer labs, a countervailing shift towards personal and mobile computing, and the history of the concept. A good read, and a strong argument for the need for long-term studies to compare and contrast various options without prejudice — so that we cannot again say, decades from now, “The evidence base in support of <this educational and technological model> is, to my knowledge, not very robust… there is still not a lot of rigorously obtained hard data that we can point to.” We shouldn’t be able to say that about any significant aspect of educational life.
That sort of ignorance in science, business, politics or economics would be utterly unacceptable. We should demand more, not less, for our own education — which underlies our capacity to pursue the rest.