The Myth of the Digital Native

Season One complete - All 8 Curios

Thank you for exploring the Cabinet with us. Season One References Christensen, C. M., Horn, M. B., & Johnson, C. W. (2011). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns (Expanded Edition). McGraw-Hill. Disrupting Class (Amazon) European Commission. (2024). The Future of European Competitiveness. Publications Office of the European Union. European Commission Publication American Mathematical Association of Two-Year Colleges. AMATYC Official Website https://www.amatyc.org/publications/amatyc-standards/impact/ [https://www.amatyc.org/publications/amatyc-standards/impact/] Daphne Koller. (2012). What We’re Learning from Online Education [TED Talk]. TED Conferences. Daphne Koller TED Talk Siemens, G. (2005). “Connectivism: A Learning Theory for the Digital Age.” International Journal of Instructional Technology and Distance Learning, 2(1). https://static1.squarespace.com/static/6820668911e3e5617c36c48c/t/682dadc9690ec5749004d96d/1747824073835/connectivism.pdf [https://static1.squarespace.com/static/6820668911e3e5617c36c48c/t/682dadc9690ec5749004d96d/1747824073835/connectivism.pdf] Downes, S. (2005). “An Introduction to Connective Knowledge.” Media, Knowledge & Education Conference. https://www.downes.ca/post/33034 [https://www.downes.ca/post/33034] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). “Active Learning Increases Student Performance in Science, Engineering, and Mathematics.” Proceedings of the National Academy of Sciences, 111(23), 8410–8415. PNAS Active Learning Meta-Analysis Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, DC: George Washington University. ERIC Archive – Active Learning Report Carl Wieman. (Various works). Research and commentary on science education reform, evidence-based teaching practices, and institutional barriers to educational change. Carl Wieman Science Education Initiative Mazur, E. (1997). Peer Instruction: A User’s Manual. Prentice Hall. Peer Instruction Overview (Harvard) Carliss Baldwin. (2000). Design Rules: The Power of Modularity. MIT Press. https://direct.mit.edu/books/monograph/1856/Design-Rules-Volume-1The-Power-of-Modularity [https://direct.mit.edu/books/monograph/1856/Design-Rules-Volume-1The-Power-of-Modularity] Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press. Make It Stick Overview

Why Students Still Need Struggle

In education technology, there is often a strong focus on making learning easier, faster, and more efficient for students. Modern tools provide instant feedback, guided support, and increasingly sophisticated AI assistance, all designed to reduce friction in the learning process. Yet some of the most meaningful learning happens through challenge rather than convenience. Research on “desirable difficulties” shows that struggle, through spaced practice, problem-solving, and productive mistakes, helps students build deeper understanding and longer-lasting retention. True expertise is rarely developed through ease alone. The challenge for educational technology is ensuring that support does not become over-simplification. As these tools continue to evolve, the goal should not be to remove difficulty entirely, but to preserve the kind of productive struggle that strengthens critical thinking, resilience, and genuine learning.   Education technology evolves quickly. But the patterns of learning change slowly. That’s why we keep the cabinet open. Thanks for exploring The EdTech Curio Cabinet.   Do you have thoughts regarding this Curio you would like to share? Send us an email to curiosteward@gmail.com [curiosteward@gmail.com]   You can find us on: youtube - https://www.youtube.com/@CurioSteward Instagram - https://www.instagram.com/curiosteward/ [https://www.instagram.com/curiosteward/] TikTok - curiosteward (@curiosteward) | TikTok LinkedIn - Curio Steward | LinkedIn

The Hidden Ecosystem Behind Digital Learning

Educational technology is often discussed in terms of individual tools, but modern learning is shaped by entire ecosystems of interconnected systems. A single university course may involve a learning management system, digital courseware, assessment platforms, analytics tools, proctoring services, and communication platforms, all working together to support teaching and learning. This structure reflects a broader pattern seen across industries, where success depends less on standalone products and more on networks of specialized tools. However, universities often purchase these systems individually while expecting them to function as one seamless experience, creating fragmentation for both students and instructors. As educational technology continues to evolve, the most important innovation may not be the next new tool, but how effectively existing systems communicate and integrate. Real progress in education often depends not only on the tools themselves, but on the connections between them.   Education technology evolves quickly. But the patterns of learning change slowly. That’s why we keep the cabinet open.   Thanks for exploring The EdTech Curio Cabinet.   Do you have thoughts regarding this Curio you would like to share? Send us an email to curiosteward@gmail.com [curiosteward@gmail.com]     You can find us on: Youtube - The Curio Cabinet - YouTube [https://www.youtube.com/channel/UCO7VZTqaQ5U_A1vPLvWJAfA] Instagram - https://www.instagram.com/curiosteward/ [https://www.instagram.com/curiosteward/] TikTok - curiosteward (@curiosteward) | TikTok [https://www.tiktok.com/@curiosteward] LinkedIn - Curio Steward undefined | LinkedIn [https://www.linkedin.com/in/curio-steward-undefined-01a842406/]

Why Active Learning Is So Hard to Scale

Active learning, which encompasses engaging instructional methods that involve students directly in the learning process, has been shown to significantly enhance outcomes in education, particularly in STEM fields. Despite substantial research support for its effectiveness, implementing active learning in universities is challenging due to structural complexities, such as fixed schedules and classroom layouts, as well as the demands placed on faculty. While individual instructors may innovate, scaling these successful methods across institutions remains difficult. The paradox lies in that the most effective teaching strategies are often the hardest to adopt widely. Technology emerges as a potential solution, offering tools that facilitate interactive learning on a larger scale. Overall, while active learning is crucial for student engagement, the educational system must adapt to integrate these methods effectively, potentially supplementing traditional lectures rather than replacing them entirely.   Education technology evolves quickly. But the patterns of learning change slowly. That’s why we keep the cabinet open. Thanks for exploring The EdTech Curio Cabinet.   Do you have thoughts regarding this Curio you would like to share? Send us an email to curiosteward@gmail.com [curiosteward@gmail.com]    You can find us on: Youtube - The Curio Cabinet - YouTube [https://www.youtube.com/channel/UCO7VZTqaQ5U_A1vPLvWJAfA] Instagram - https://www.instagram.com/curiosteward/ [https://www.instagram.com/curiosteward/] TikTok - curiosteward (@curiosteward) | TikTok [https://www.tiktok.com/@curiosteward] LinkedIn - Curio Steward undefined | LinkedIn [https://www.linkedin.com/in/curio-steward-undefined-01a842406/]

What MOOCs Actually Taught Us

Massive Open Online Courses (MOOCs) emerged around 2012, aiming to democratize education by providing global access to university-level courses via platforms like Coursera and edX. Initially met with high enrollment numbers, MOOCs faced low completion rates, leading researchers to realize learners often used them more as resources than structured courses. This pattern highlighted a paradox where MOOCs successfully scaled access to knowledge but struggled with learner engagement, necessitating motivation, structure, and interaction for effective learning. Instead of replacing traditional education, MOOCs are evolving to complement structured learning by serving as supplemental resources and tools for lifelong learning, suggesting that the future of education may depend on integrating both open access and structured environments. Ultimately, the MOOC experience underscores that learning is about engagement and support, not just access to information.   Education technology evolves quickly. But the patterns of learning change slowly. That’s why we keep the cabinet open.   Thanks for exploring The EdTech Curio Cabinet. Do you have thoughts regarding this Curio you would like to share? Send us an email to curiosteward@gmail.com [curiosteward@gmail.com]    You can find us on: Youtube - The Curio Cabinet - YouTube [https://www.youtube.com/channel/UCO7VZTqaQ5U_A1vPLvWJAfA] Instagram - https://www.instagram.com/curiosteward/ [https://www.instagram.com/curiosteward/] TikTok - curiosteward (@curiosteward) | TikTok [https://www.tiktok.com/@curiosteward] LinkedIn - Curio Steward undefined | LinkedIn [https://www.linkedin.com/in/curio-steward-undefined-01a842406/]