Nearly five years after the pandemic prompted massive investments in educational technology, district leaders are asking: How can we ensure the success of our edtech systems and tools while addressing mounting concerns about digital fatigue and whether these technologies are really meeting the fundamental needs of our teachers and students?
With a clear-eyed view of both benefits and challenges, district and school leaders can make their edtech investments more likely to solve problems, improve student performance, and meet the needs of students and educators alike—rather than becoming yet another cause of overwhelm and burnout.
The Complex Impact of Educational Technology
Edtech can help educators efficiently respond to students’ varying learning needs with relevant, personalized learning experiences. Edtech also provides school systems with immediate access to assessment data, while increasing student engagement and preparing kids for a high-tech future.
On the other hand, edtech can lead to digital overwhelm for educators, while “app juggling” can similarly create a cognitive burden for students. Without thoughtful integration, technology can displace face-to-face interactions, leaving students with fewer chances to build relationships with their teachers—and with each other. In some cases, edtech may also hinder focus, limit deeper engagement with learning, and create temptations to engage in academic dishonesty.
Achieving Balanced Technology Use
Educators and leaders can take intentional, common-sense steps to ensure that digital tools enhance, rather than disrupt, learning and connection. Consider the following strategies:
- Monitor screen time in context. Know how much time children spend in front of screens, both at school and at home, and consider the type and purpose of screen use. Share evidence-based guidelines for healthy screen time with families.
- Leverage both digital and analog formats. Promote instructional practices that blend traditional and high-tech approaches. Explore the integration of technology into social constructivism and other learning modalities.
- Clarify expectations and intended outcomes. Take a purposeful approach to technology use so that students remain on task. Limit the number of platforms and applications in use at any one time.
- Encourage and enable face-to-face interactions. Such exchanges are a key facet of learning and a necessary counterbalance to screen-based learning.
Guiding Questions for Evaluating Edtech Investments
To make the most of current edtech tools, and to assess the alignment of future purchases with district goals, consider asking:
- Does this tool solve a real instructional or operational challenge?
- Is this tool helping to create more equitable access to learning?
- How well does this solution integrate with existing systems and workflows?
- Is there clear evidence that this tool improves student learning or teacher effectiveness?
- Are educators trained and supported to use this tool to its full potential?
- With current tools, are we seeing sustained, meaningful usage, or are licenses going unused?
Each of these questions may lead to further discussion and analysis, bringing schools and districts closer to realizing the full potential of edtech and bringing about the changes and improvements identified as district priorities.
Nearly five years after the pandemic prompted massive investments in educational technology, district leaders are asking: How can we ensure the success of our edtech systems and tools while addressing mounting concerns about digital fatigue and whether these technologies are really meeting the fundamental needs of our teachers and students?
With a clear-eyed view of both benefits and challenges, district and school leaders can make their edtech investments more likely to solve problems, improve student performance, and meet the needs of students and educators alike—rather than becoming yet another cause of overwhelm and burnout.
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