MICHIGAN EDUCATION OFFICIALS are championing a new regulation that would require every high school student’s education to include a substantial “online experience” of some kind, with the assumption being that most would complete an online class. To fulfill this vague new mandate, district technology officials in Detroit and elsewhere argue that extensive, unspecified expenditures will be necessary. This proposal is drawing national attention as visionary, though it is more remarkable for the manner in which it neatly illustrates the problems with how we think about technology and schooling.

Absent in Michigan, and often elsewhere, is serious thought about how technology might help cut costs or modernize educational delivery. The Michigan department of education’s chief academic officer explains the idea’s genesis in the same vague manner that a sophomore might describe a class project: “We thought of this as a skill that people would need to have to continue to be lifelong learners.” The Michigan proposal finds a way to turn the sensible adoption of new technology into a boondoggle that promises to expand bureaucracy, increase costs, and turn a blind eye to pursuing new efficiencies.