Does Tradition Trump Advancement?

This title is reads much more political than my reflection. I promise.

I feel this topic is the one I have the most trouble with in this class. Although I am part of the millennial generation,I find that I am quite obstinate toward the constant technological upgrades.  I’m the type of person who holds on to their technology until it stops working because there’s no longer any software updates for its operating system.   That being said, I do appreciate different technological opportunities that I can provide my students. I eagerly look for PD that can help me bring new and exciting opportunities to my students. However, I’m unsure  if I can support the elimination of old skills (ex. such as handwriting, multiplication tables, note-taking, etc.) being taught in school.

As we continue to evolve and integrate technology into the classroom, we are faced with important questions: Should we continue teaching traditional skills? Is there still value in teaching practices that technology can now perform more quickly and accurately? Or does our increasing reliance on technology risk creating gaps in foundational knowledge and cognitive development? Are we leaving ourselves vulnerable in a future where technology might fail or become inaccessible?

As discussed during the debate, manual skills offer cognitive and motor benefits. Research suggests that handwriting, mental math, and similar manual tasks engage specific regions of the brain, forming neural pathways associated with memory retention, spatial reasoning, and sustained attention. 

Digital tools often encourage speed over depth, and there is growing evidence that memory recall diminishes when students type rather than write by hand. However, can technology stimulate the same specific regions,  or are we risking sidelining important cognitive processes in favor of efficiency. The answer is mixed. 

Technology itself is not fundamentally problematic. It offers immense potential when used intentionally. It can aid in differentiation, engagement, and access. The issue stems from the negative effects of its passive use. It is our intentions and choices with technology that determines the skills, or lack thereof, that they promote. At the same time, while it offers efficiency and innovation, it may limit the development of skills rooted in tactile learning and memory formation.  It has been noted that memory recall is affected when using technology versus handwriting. This leads to the question: What other skills might be impacted by an overreliance on technology? When students rely on calculators for basic math or use typing as a shortcut for active note-taking, we may inadvertently limit their opportunity to internalize and truly understand the material.

Another key point raised in the debate is the shift in educational priorities. In the past, education emphasized rote memorization and manual skills. Over time, the focus shifted toward critical thinking and digital literacy. Now that we are entering a new age of AI competencies, we are contemplating a shift in curriculum focus. This progression reflects the changing world we’re preparing our students for. Still, we must ask: Do traditional skills still have a meaningful place in this future?

As a Grade 8 math teacher, I see this tension regularly when I spend a lot of time discussing fundamental skills. I was subjected to the old debate “You will not always have access to a calculator”. This has proven to be false, due to the prevalence of cell phones. This evolution has shown that manual skills are not always going to be necessary. However, is this an issue with the advancement of technology replacing skills, or the erosion of the understanding of the underlying conceptual framework surrounding mathematical concepts? 

The foundations of multiplication, for example, affect many themes in math including percentages, division, fractions, etc.  Many students enter my classroom without having mastered these basics. As a result, I spend time reviewing this material and impacting the time I have to teach the Grade 8 curriculum effectively. Students need to have an understanding of the concepts so they are able to succeed later on. Due to this lack of understanding the framework surrounding mathematical concepts, I have to insist that rote memorization is not entirely an outdated practice. The problem is not that traditional skills are unnecessary; it is this belief that new concepts are superior to traditional frameworks.

Furthermore, note-taking is another example where traditional practices show value. Early in my career, I noticed that many students were unable to take useful math notes. I began requiring handwritten notes that included step-by-step examples. At first, at the beginning of the year, this was a  painful learning process. Students do not know how to create notes that help them when they encounter difficulties. So, when they asked questions, I would refer them back to their notes as a learning tool, and correct them if they were unhelpful. I wasn’t sure this approach was effective until a parent (who is a high school math teacher) expressed appreciation for it. I’ve also allowed students to try typing their notes, but it hasn’t worked well. As a result, I require handwritten notes. I’ve found students pay more attention and summarize information better when writing by hand than when typing. Research studies of brain connectivity has found the same results.  That being said, due to accessibility issues, I must remain flexible on this notion. 

We must consider if technology fosters a more accessible society or unintentionally alienates some learners. For students with certain disabilities, traditional manual skills remain essential to their success. A shift to a fully digital classroom could inadvertently exclude learners who depend on these approaches for success.  Furthermore, devices, software, and reliable internet connection are not guaranteed in all homes or communities. We must ensure that our reliance on technology does not continually perpetuate existing inequities, either for disabled or marginalized students who rely on non-digital resources.

A larger issue may not be about choosing between traditional skills and modern technology, but balancing competing demands faced by teachers. Increased curriculum expectations, assessment responsibilities, and administrative tasks, are making educators face difficult choices about what to prioritize. In this context, the debate must shift and ask:  Are we debating the merits of handwriting and memorization, or are we responding to a system that leaves little room for foundational learning?

After reflecting on these issues, I am still somewhere firmly in the middle. I see the potential of technology to enhance learning, but I also recognize the enduring value of traditional skills. I feel we might do better with a balanced approach ensuring all students are equipped with both digital and analog skills to help them succeed in an unforeseen digital future.