Nice post, Dylan. I also rarely ever let kids use Chromebooks in my classroom. Not only for all the reasons you offered, but also because it silos kids in their own little worlds, resulting in a soulless deadening of classroom discussions about math. It is important for kids and the teacher to TALK about math, explaining their thinking, agreeing and disagreeing with each other, etc., etc. All of that is lost when kids log into their flavor-of-the-month math program.
Plus, you can't write on a screen! That can be especially frustrating for geometry and graphing problems that require multiple steps. And as a teacher, I like to see evidence of my students' work, but separate sheets of scratch paper usually don't work very well.
Your observations about what laptop-focused classrooms do to teaching are spot on, but here’s where I think it gets interesting. Most of the time the laptops, math programs, reading programs etc. are being placed in classrooms by administrators very intentionally. These are administrators who have given up on their ability to develop strong teachers either because they don’t have the skills to do it or they are unwilling to invest the time and money to do it. I have been in meetings where admin have launched these programs with the exact reasoning that you provide that they think the program will teach better than the teachers. This is sad in so many ways but also very misguided because often they’re citing studies showing the programs deliver results that are paid for by the people who own the programs themselves. This is a move that administrators make out of desperation when looking for a quick fix instead of addressing the root of the issue which is a lack of meaningful development for teachers.
Agreed, and this type of thing just feels like an inevitable track that schools are heading down right now. It happens with technology, curriculum, specific classroom practices like writing the objective on the board. I'm sympathetic to the idea that there's a wide range in teacher quality and admin feel like they have to do something, but this just feels like a path toward a profession that doesn't respect teacher knowledge.
This confirms and puts to words where I’ve been this semester. I tell students that an EMP has gone off in my classroom and the only thing that works is their books, notebooks, and writing utensils. Harder? Yeah. More work grading? Yes indeed. Worth it? Absolutely.
I think it's important to acknowledge that it is more work for teachers. One thing I'm nervous about as there's more interest in rolling back technology is kindof pulling the rug out from under teachers who have been relying on tech and not helping folks get new systems set up.
Scary! For teachers (and students) to separate themselves from the tools that have become second nature will be a huge challenge. I have had multiple inconsistencies this semester with our LMS and our pacing in class. All digital meant that dates and pacing were more rigid. The fluidity of going analog has created more space for "going off track," and as a result, I'm having to correct more scheduling work than before. Theology is an amendable subject to detours, but I can imagine for subjects that are not, this could create some issues.
An interesting reflection, particularly the point that technology doesn’t just affect students — it affects teachers too. That second mental model feels important. When screens enter the classroom, they inevitably change where attention goes and how teaching unfolds.
The risk isn’t necessarily the technology itself, but the subtle shift in teacher behaviour: from actively guiding learning to monitoring dashboards or progress bars. Teaching is relational, responsive and cognitively demanding, and anything that quietly pulls teachers away from that interaction deserves scrutiny.
At the same time, the key question probably isn’t “tech or no tech,” but what role technology plays. If it replaces thinking, discussion and explanation, something valuable is lost. If it supports those things without displacing them, it may still have a place.
Great way to end — “We’re on the cusp of a world-changing transformation driven by AI. Maybe! But edtech is not there. Call me when it happens.” And couldn’t agree more. Thanks!🙋🏻♀️
I don't think technology will replace teaching, if the way you teach is engaging, fun and refreshing then surely students are more likely to retain what they have learnt. However, if its the exact opposite sure technology will replace you, and either you won't have a job or you would be paid far less than what you're currently being paid just to vigilate that students are actually using the device to learn.
Güçlü yazı. Uygulamada en kritik nokta bence “öğretim kalitesi”ni süreç metriğine çevirmek: haftalık 3 KPI (öğrenci başına net öğrenme çıktısı, geri bildirim döngü süresi, tekrar gerektiren konu oranı). Bu üçü dashboard’da olunca teknoloji tartışması soyuttan çıkıp operasyonel karar sistemine dönüyor.
That wouldn't be my choice of language, but it's not hard to imagine a future where students who like learning most and find they have a natural aptitude for school learn well, and students who don't find that natural aptitude are stuck in a spiral of shallow computer-driven learning that doesn't work for them.
Fair enough. There was a time when the weak of the herd could be carried. As time goes on and we enter the global fight for commerce, the weak will have to go to UBI or something like it. Unless there is a another way.
Pretty good summation. This year, I only use computers for review days for an assessment. Students have to take the test on paper first and then submit results in the computer (district mandate). I’m trying to figure out how I can go computer free for review days as well next year. Just to be done altogether.
Yeah I'll pull the Chromebooks out for a few practical purposes. Gotta have students practice typing math for a day before the state test in April.
Also I'm lucky not to have any mandates. Maybe something will come down the pike next year and I'll have to use them more! We're all doing our best within the constraints we have.
Nice post, Dylan. I also rarely ever let kids use Chromebooks in my classroom. Not only for all the reasons you offered, but also because it silos kids in their own little worlds, resulting in a soulless deadening of classroom discussions about math. It is important for kids and the teacher to TALK about math, explaining their thinking, agreeing and disagreeing with each other, etc., etc. All of that is lost when kids log into their flavor-of-the-month math program.
Plus, you can't write on a screen! That can be especially frustrating for geometry and graphing problems that require multiple steps. And as a teacher, I like to see evidence of my students' work, but separate sheets of scratch paper usually don't work very well.
Your observations about what laptop-focused classrooms do to teaching are spot on, but here’s where I think it gets interesting. Most of the time the laptops, math programs, reading programs etc. are being placed in classrooms by administrators very intentionally. These are administrators who have given up on their ability to develop strong teachers either because they don’t have the skills to do it or they are unwilling to invest the time and money to do it. I have been in meetings where admin have launched these programs with the exact reasoning that you provide that they think the program will teach better than the teachers. This is sad in so many ways but also very misguided because often they’re citing studies showing the programs deliver results that are paid for by the people who own the programs themselves. This is a move that administrators make out of desperation when looking for a quick fix instead of addressing the root of the issue which is a lack of meaningful development for teachers.
Agreed, and this type of thing just feels like an inevitable track that schools are heading down right now. It happens with technology, curriculum, specific classroom practices like writing the objective on the board. I'm sympathetic to the idea that there's a wide range in teacher quality and admin feel like they have to do something, but this just feels like a path toward a profession that doesn't respect teacher knowledge.
This confirms and puts to words where I’ve been this semester. I tell students that an EMP has gone off in my classroom and the only thing that works is their books, notebooks, and writing utensils. Harder? Yeah. More work grading? Yes indeed. Worth it? Absolutely.
Love it.
I think it's important to acknowledge that it is more work for teachers. One thing I'm nervous about as there's more interest in rolling back technology is kindof pulling the rug out from under teachers who have been relying on tech and not helping folks get new systems set up.
Scary! For teachers (and students) to separate themselves from the tools that have become second nature will be a huge challenge. I have had multiple inconsistencies this semester with our LMS and our pacing in class. All digital meant that dates and pacing were more rigid. The fluidity of going analog has created more space for "going off track," and as a result, I'm having to correct more scheduling work than before. Theology is an amendable subject to detours, but I can imagine for subjects that are not, this could create some issues.
An interesting reflection, particularly the point that technology doesn’t just affect students — it affects teachers too. That second mental model feels important. When screens enter the classroom, they inevitably change where attention goes and how teaching unfolds.
The risk isn’t necessarily the technology itself, but the subtle shift in teacher behaviour: from actively guiding learning to monitoring dashboards or progress bars. Teaching is relational, responsive and cognitively demanding, and anything that quietly pulls teachers away from that interaction deserves scrutiny.
At the same time, the key question probably isn’t “tech or no tech,” but what role technology plays. If it replaces thinking, discussion and explanation, something valuable is lost. If it supports those things without displacing them, it may still have a place.
Great way to end — “We’re on the cusp of a world-changing transformation driven by AI. Maybe! But edtech is not there. Call me when it happens.” And couldn’t agree more. Thanks!🙋🏻♀️
I don't think technology will replace teaching, if the way you teach is engaging, fun and refreshing then surely students are more likely to retain what they have learnt. However, if its the exact opposite sure technology will replace you, and either you won't have a job or you would be paid far less than what you're currently being paid just to vigilate that students are actually using the device to learn.
Güçlü yazı. Uygulamada en kritik nokta bence “öğretim kalitesi”ni süreç metriğine çevirmek: haftalık 3 KPI (öğrenci başına net öğrenme çıktısı, geri bildirim döngü süresi, tekrar gerektiren konu oranı). Bu üçü dashboard’da olunca teknoloji tartışması soyuttan çıkıp operasyonel karar sistemine dönüyor.
Difficult times ahead for the lazy.
That wouldn't be my choice of language, but it's not hard to imagine a future where students who like learning most and find they have a natural aptitude for school learn well, and students who don't find that natural aptitude are stuck in a spiral of shallow computer-driven learning that doesn't work for them.
Fair enough. There was a time when the weak of the herd could be carried. As time goes on and we enter the global fight for commerce, the weak will have to go to UBI or something like it. Unless there is a another way.
Pretty good summation. This year, I only use computers for review days for an assessment. Students have to take the test on paper first and then submit results in the computer (district mandate). I’m trying to figure out how I can go computer free for review days as well next year. Just to be done altogether.
Yeah I'll pull the Chromebooks out for a few practical purposes. Gotta have students practice typing math for a day before the state test in April.
Also I'm lucky not to have any mandates. Maybe something will come down the pike next year and I'll have to use them more! We're all doing our best within the constraints we have.