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I’m becoming more and more skeptical of “improve teaching and learning” as a motivation for education (and especially edtech) research—it’s a noble goal, but it distracts us from so many other important questions.

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I think academia undervalues teaching and that teaching-focused faculty deserve more status, recognition, and compensation. Yet, I’m still suspicious of the new BYU-Idaho president’s comments on the need for “a faculty free of the obligations of research.”

🔗 linkblog: The End of Grading | WIRED'

The desire to “enhance” or “improve” learning is a noble one, but I’m increasingly convinced it gets too much attention—and distracts us from as (or more) important questions about education and technology.

Survey respondent mistyped “Infinite Campus” as “Infinite Camus,” and now I’m looking for a French existentialism punchline.

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