The SITE syndrome produces classroom-blind technologies

Abstract

Many experiments have shown the effectiveness of learning technologies, yet few results have been replicated at scale. This contribution questions the causal relationship between technology and learning outcomes and the myths of intrinsic technology effects. Rather than blaming teachers for low acceptance of technology (TAM model) or low ability to appropriate technology (TPACK model), we argue that CSCL tools have been classroom-blind, i.e., neglecting the constraints and affordances of the classroom context. Researchers and designers often overlook subtle differences between 'authentic' classroom experiments and everyday practices. This paper examines these methodological and design pitfalls through the concepts of orchestration and orchestrability.