Failure to Disrupt

Why Technology Alone Can’t Transform Education
From MOOCs to autograders to computerized tutors, technologies designed for large-scale learning have never lived up to the hype. Despite its promise, Justin Reich shows that technology cannot transform our classrooms on its own. Successful education reform, he concludes, will focus on incremental institutional change, not the next killer app.

A Science “Reading List for Uncertain Times” Selection

“A must-read for anyone with even a passing interest in the present and future of higher education.”
—Tressie McMillan Cottom, author of Lower Ed

“A must-read for the education-invested as well as the education-interested.”
—Forbes

Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature.

In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change.

“I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be…Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.”
—Inside Higher Ed

“The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates…many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.”
—Science

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