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Educational visionaries and reformers have long predicted a significant transformation of teaching and learning that would be facilitated by technology, essentially providing every learner with the equivalent of a personal tutor. Technology implementations in education, however, have consistently fallen short of achieving these lofty aims. The authors argue that this failure stems from a penchant to implement technology in ways that automate that past. Instead, we must champion learning technologies that are learner-centric and malleable, such that they address the needs of individual learners and can take advantage of the power of network effects. Only then will we realize the long-awaited transformation
