Member Since 2013


Thomas Arnett is a Research Fellow of Education at the Clayton Christensen Institute. His research focuses on the changing roles of teachers in blended learning environments and other innovative educational models.

Published Articles & Media

K-12 Schools Aren’t Getting Disrupted, but Markets that Provide Resources to...

Edtech entrepreneurs and school choice advocates sometimes invoke disruptive innovation as an indomitable force that will redeem and transform broken school systems.

There’s a Reason Why Teachers Don’t Use the Software Provided By...

A recent report found that most educational software licenses go unused in K-12 districts. The findings unveil a clear disconnect between district software procurement and classroom practice.

The Secret to Activating Teacher Motivation

What’s the key to getting teachers on board with new approaches to instruction?

Innovators Worth Watching: Ed Leadership SIMS

Simulations can help educators and school leaders get practice and feedback in low-stakes settings.

Do Specialized Teaching Roles Help or Hurt Students?

In addition to being content instructors, we also expect teachers to be curriculum designers, assessment creators, and experts at evaluating student work and analyzing student learning data, not to mention experts in classroom management and culture, coaching students on self-management, providing students with social and emotional support, and being the primary school connection with parents and families.

Why Collective Action is the Wrong Approach for Developing Personalized Learning...

We don’t have a clear pipeline for preparing and developing personalized learning teachers. What we really need is a single organization with an integrated solution to show us how to do personalized learning and teacher development really well.

Can Digital Also Mean Low-Tech? Yes, and It Can Enhance Teaching

Simple innovations, like digital lesson plans, can go a long way toward improving teacher effectiveness and student outcomes

Is Disruptive Innovation Driving K-12 Privatization?

For those concerned, I want to offer some words of solace: K–12 public schools are not getting disrupted.

Technology Doesn’t Drive Blended Learning Success … or Does It?

When I observed classrooms and interviewed teachers and administrators, the thing that stood out was high-quality teaching practices, inspired and supported by effective school leadership.

Blended Learning’s Unfulfilled Promise: Saving Teachers Time

Here are a few reasons why blended learning may not live up to its time-saving potential.

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