Transforming American Education: Revolution or counter-revolution?

Abstract

This article critiques the report of President Obama's taskforce on educational technology, 'Transforming American Education'. It calls into question the claims of the authors that the proposed policy is 'revolutionary', and then offers a point-by-point comparison between the report's recommendations and those derived from a perspective taking full account of the genuinely revolutionary implications for learning of the new web 2.0 technologies. It concludes that the taskforce proposals constrain rather than facilitate the digital revolution in education.