This chapter did not really stand up to my expectations. What I expected was mainly an answer to the question stated in the chapter title. Instead this chapter mainly concerned itself with the description of postindustrial society, the history of the internet and various effects it had on the human endevor and impact of technologies as shown on gartner hype cycle. Other (more interesting) part of the chapter concerns itself with technology in education. It describes the main problemn of edtech as beying one of failing implementation in the core of education processess and curiculum structure. The fact is that most educators in traditional educational systems are more likely to lightly experiment with technology and use it ocasionaly for spicing up the process. This leads to the core issue which is that powerfull technologies are used in unmeaningfull ways. As the author of the chapter writes, „we need the right methodology more than the right technology“. In my oppinion this is the correct way of looking at the problem. Tech used to be cool. It used to be able to peak interest of students. It used to be an experience. Today using mobile phones or tablets in education is not „cool“. It is just normal. It should therefore be implemented in ways that actually matter, that help build the spine of the whole process.
In my oppinion it is really important that if we want to use technology in education, we have to build new models of education that work with the tech as a core catalisator for multiple processess. It is no longer good approach to just add a tech layer on the same old and tired model of teaching. We could try to do this and then compare effectivity of this new paradigm with the old one. My point is that you cannot hope to measure the effectivity of tech in education when it is just an element of the whole puzzle that can be replaced.