HBS Professor Addresses Dilemma of
Innovation in U.S. Education

Clayton Christensen examines how computer-based instruction could transform public schools

BOSTON - Speaking recently at a colloquium sponsored by Harvard's Kennedy School of Government, Harvard Business School Professor Clayton M. Christensen examined the role of technology in this country's public schools. Computer-based instruction could be used to transform and improve public education, he said. Instead, it remains on the margins, despite investments totaling billions of dollars.

Christensen offered his perspective on the problems in U.S. public education through the lens of his research on managing technological innovation. His work explains why leading companies struggle to counter or embrace what he terms "disruptive innovations." These innovations make complicated and inconvenient products or systems simple, affordable, and accessible to a new market. He cited Sony's use of transistors in hand-held radios in the early 1960s as an example. "Sony sold the two-dollar radios, which had poor fidelity and reception, to teenagers, who were delighted to have the product because it was better than the alternative, which was no portable radio at all," Christensen explained.

He sees a similar opportunity to implement computer-based learning disruptively in the public school system, where budget constraints and standardized tests have forced schools across the country to cut back on many "nice-to-have" classes such as psychology, economics, statistics, and foreign languages. Rather than not offering the courses at all, Christensen asked, "Why not let students who are motivated and interested take them online?"

Christensen offered insights to help educators and policy makers better understand and overcome the obstacles in managing technology in education. Interdependencies in our school systems mandate standardization in the way we teach and test, he observed. At the same time, differences in students' learning styles or types of intelligence cry for customization.

In a business environment, Christensen said, "a company deals with this type of conflict by creating a modular architecture, where components fit together in standard ways, making customization easy. We have to bring this type of open architecture to our classroom instruction and let computer-based learning play a role," Christensen explained, adding that instruction delivered by a computer is inherently easier to customize to different learning styles and types of intelligence. It would also allow students learn at their own pace.

Historically, public schools have used computers mainly to teach students how to use a keyboard or surf the Internet, according to Christensen. But a teacher is not likely to propose that the computer serve as an alternative instructor. "Consequently, the billions of dollars invested in technology have focused on helping the current teaching model improve, but have had virtually no impact on changing it. Until we find a way to implement computer-based learning beyond the limits of the current system, he continued, online courses will continue to have narrow applications.

"We need to allow innovators to form the type of team equal to the challenge of reshaping the educational architecture," Christensen said. He pointed to charter and pilot schools as alternative entities with the freedom to do much more than make functional improvements. They can rethink the structure of the educational experience and incorporate new ideas. That is the way to unleash the potential of technology in education and benefit our society, he concluded.