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.
I agree that foundational skills are very important. I found your point about brain development interesting, especially how handwriting helps your students remember and understand better than typing. As a pediatric nurse, I am always interested in how children’s brains develop. The way you connected handwriting to cognitive and motor development made a lot of sense. I also believe that holding a pen and practicing fine motor skills is essential for building those brain pathways related to language, memory, and math.
I would say I fall somewhere in the middle of the discussion. Technology can definitely enhance learning, but I also think traditional skills form the base of everything we do. Finding a balance between the two is key. I also agree that it is not about choosing one over the other. Teachers already have so much on their plates, so we need to be thoughtful about what we prioritize and how we use our time. Thank you again for your thoughtful insights.
edited with chatGPT
I too think that the basic skills and the fundamentals of knowledge are very important for brain development. Even as an adult, I find it easier to memorize when I am taking hand-written notes as opposed to typing, so it isn’t hard to believe the studies. The constant questioning of “why can’t I just use my calculator? I will always have my phone.” follows me everywhere. Especially now that I teach grade 6 and they are allowed to bring their phones to school. You mentioned how we can’t even argue with them on that point anymore because they are right in that regard. It is hard to explain to them that a calculator is not always going to help them, unless it is a simple math problem in number form. If it were a more complex word or a multi-step problem, a calculator would be completely useless. I do also think the answer is somewhere in the middle. I think we have to loosen up on some of our standards for the basics because the reality is, well, that isn’t reality anymore. But we need to retain enough that when technology isn’t available they still have the basics that allow them to function in society.
Hi Sheila!
Firstly, I love the name of your blog! As a fellow educator who loves coffee, this brought me much joy! Secondly, I agree that just because some skills are viewed as “outdated” does not mean they should be disregarded. The idea of something being outdated is a personal opinion. As educators, it is important for us to understand what is and is not important to aid the curriculum we teach. For example, in Grade 4, I do not let my students use calculators as they are still learning skills and strategies for solving and understanding basic numeracy concepts. Also, we only type things every so often to practice the skill of typing and to add some fun variety to our writing routine. However, in a high school ELA classroom, typing might be more beneficial for a certain type of assignment. Or using the π symbol on a calculator is more accurate than multiplying by 3.14 in math. The role technology plays is so dependent on the needs of the students and teachers. Building foundational skills without the use of technology is very important. As your time as a teacher has progressed, are there any skills that you used to teach students without technology that you have now transitioned to teaching with the use of technology?
Hi Daegan!
Thank you for all of your thoughtful commentary! I agree with all of your ideas. It is essential that Grade 4s have the ability to complete simple math without a calculator because it causes so many more problems in later years. Your question was a great opportunity for reflection of my implementation of tech. I had to think about it, because the integration happened gradually. I have allowed my students to do their French presentations using flip. Yes, they are able to stop and start and redo pieces, but it allows for those who are self conscious or extremely shy to be able to produce work they are capable of, not freezing in front of the class. I argue that the skill of speaking a second language takes time to build confidence, and we are marking their ability to speak, not their confidence. That being said, they do need to have enough confidence to speak in front of people eventually. I feel that with these online tools, you are allowing them to feel competent in speaking which leads to confidence in speaking in front of others. Public speaking is hard enough in our first language. We encourage low stakes practice by reading a loud, answering questions in class, etc. Using tech to give them a way to scaffold presentation skills so they feel competent, allows you time to mark and provide valuable feedback, and gives students confidence moving forward. At least, that is my experience.
I love your insightful thoughts and experiences when it come sto this topic! Most of all, I really enjoyed your question: “Are we debating the merits of handwriting and memorization, or are we responding to a system that leaves little room for foundational learning?” When I think back to my experience in middle school, I really question if we have seen things CHANGE, or if there is just MORE to teach… which I guess does make me think about what it’s time to let go of. In that sense, cursive writing does seem to be an easy one…
Or do we shift the way that we are teaching, working toward more of a cross-curricular approach instead of separating subjects so much?
Now I’m questioning everything all over again!
Hey Sheila.
I’m glad you clarified the lack of politics in your post, as that’s where my brain immediately went haha!
I appreciate your thorough and reflective thoughts on debate topic #6. I especially like one of your opening questions: Or does our increasing reliance on technology risk creating gaps in foundational knowledge and cognitive development? I found the idea of overreliance a common theme throughout the resources shared and it’s my main concern when discussing the elimination of ‘traditional’ skills being taught in schools. If tech can do it better, is it right to promote that to kids…or are we fostering a generation of technology-dependent learners that will inevitably lack basic skills such as spelling, writing and simple Math fact knowledge should their tech fail them? I agree with your thoughts on the continued importance of many skills deemed ‘outdated’ such as Math fact memorization and handwritten note taking. These skills matter! The research proves the long term implications on children’s development.
I came to a similar conclusion of balance – this is seemingly my final thought on each and every debate so far. Is there a time and place for these essential skills that have proven to increase literacy, numeracy and overall critical thinking? Yes. Can technology enhance student experience by sometimes replacing traditional learning methods? Also yes. Like with all things tech, intentionality is key and moderation is essential.
As educators, we have to interrogate our educational pedagogy and this debate helped me do just that. Am I teaching a certain way because it’s best practice or because it’s comfortable? Even beyond the threat of tech replacement, I enjoyed this debate’s challenge of ensuring we are using informed teaching practices to provide the richest learning experiences for our kiddos.
Thanks for your thoughtful blog post!
Teagan
Hello Sheila,
Your reflection on the pull between innovation and foundational pedagogy thoughtfully captures the essence of the topic debated. I strongly resonate with your stance, particularly the emphasis on the cognitive and developmental benefits of traditional skills such as handwriting and mental math. I, too, learn and retain information far more effectively when I write. I believe that there is a tactile dimension to learning, especially for kinesthetic and visual learners, that digital tools often overlook. While technology offers efficiency and adaptability, it cannot fully replicate the embodied experience of physically engaging with content. Writing in particular slows down cognitive processing in a way that supports deeper comprehension and memory compared to typing.
Tactile learners like me often rely on movement and spatial interaction to form neural connections, and replacing these with passive digital experiences can hinder rather than help in learning. I stand with the call for balance, flexibility, and responsiveness to individual students’ needs, as it is essential in preparing students for a future that is both digital and deeply human.