That's not surprising. Let's take a look at this from the teacher side of things: Next let's substitute computers for manipulatives (something you can model ma

That's not surprising. Let's take a look at this from the teacher side of things: Next let's substitute computers for manipulatives (something you can model math with such as a place value block) for the educational treatment. In the PDF I linked above about Mrs. Oublier, she reports she is using all of the prescribed educational treatments in her classroom. From manipulatives to small groups. She's even excited about them. Calls it a revolution! Then the researchers visit her classroom and while all of the pieces are there, none of the understanding how to use the treatments is present. This happens systemically, and it's what I have seen happen with technology in schools. In education we talk about how you teach, pedagogy, and what you teach, content as 'pedagogical content knowledge.' Whether it's blocks, small groups, smart-boards, or software it won't change the pedagogical content knowledge the teacher is bringing to the table. And in the great irony of our education system, our schools are not set up to learn (at least not effectively) so it's very hard to meaningfully move the pedagogical content quotient, especially throughout the system.