Reflection on debate topic #1: Technology in the classroom enhances learning.
First of all, bravo to the debaters; I thought Jenni, Leanne and Dustin did an amazing job arguing this first debate topic! Special shout out to Dustin for both working alone and tackling the ‘disagree’ side which was apparently very unpopular! As the initial, pre-debate vote displayed, the vast majority of our class agreed that technology has an important place in the classroom (unsurprising in an educational technology class I suppose). I, too, voted yes, technology enhances learning, although Dustin presented many great points that had me challenging the idea of tech inclusion more and more. Anyone else?
Of course technology enhances learning…right? Upon reflection, I realize I haven’t given a lot of thought to the actually enhancement of learning with tech use…technology has just been essentially expected and, therefore, integrated more and more in the classroom since I began teaching eight years ago. Digital portfolios, online learning platforms, supplementary curricular websites/programs, digital communication, and so on have become the norm in schools, but why? I appreciated this week’s debate as it gave me a chance to pause and reflect: is all the technology I use actually enhancing my students’ learning experiences? Or am I using more and more technology out of obligation / expectation? What aspects of technology are enhancing and what aspects aren’t? I had lots to consider this week and the debaters did a fantastic job challenging this topic!
Here are a few points that resonated with me from debate one:
Yes, of course technology enhances learning and should be widely used – the agree side:
The ‘agree’ side started the debate off strongly, highlighting the numerous ways technology does enhance learning. From increased student engagement, stronger teacher-student connections, promotion of personalized learning and real world preparation, I found myself enthusiastically nodding along to these well supported points in their opening statement, confident in my stance on tech in the classroom. In the counter arguments and open discussion, Jenni and Leanne continued to support tech’s ability to enhance learning and did a nice job of combatting some of the challenges that tech brings. Leanne talked about the importance of tech use requiring clear boundaries and intentional design; the word intentional stood out to me. With so much technology available to teachers – learning platforms, assessment sites, supplementary materials, AI tools, etc. – being intentional in our technology choices in the classroom is key.
She also mentioned the importance of tight procedures and high expectations in relation to student technology use, to combat the counter point that tech use with students is often frustrating and time consuming, which stood out to me. With primary learners, technology use often feels like a hassle – by the time we get out laptops, turn them on , log in, get to a website…well now it’s recess. I find that the time consuming side to tech use is my go-to excuse for cutting it and switching to something that feels easier; while this is valid in some cases, shying away from technology because of the initial pains of routine-setting isn’t benefiting my kiddos in the long run. Short term pain, long term gain feels like a good mantra here.
No, in fact, technology does not enhance learning and is negatively impacting our children: the disagree side:
The ‘disagree’ side did an amazing job of highlighting the downfalls related to technology in the classroom. Dustin brought up many concerning points, in his equally convincing opening statement, such as the negative impacts of technology on student focus in the classroom, academic performance and overall well being. He also spoke to the digital divide created by technology, which led to a great discussion on equity with tech throughout the open debate. Dustin argued the irreplaceable qualities of face-to-face learning, which I do agree with. This had me reflecting on the dark days of COVID, when Sask school pivoted online, basically overnight, and how challenging it was to teach primary students through a screen. The quality of my teaching, and their learning, took a dive and many students returned the following Fall with major learning gaps. I just couldn’t form the same connections and engage my young learners over Microsoft Teams and I (and I’m sure they) felt so disconnected during this time.
He also spoke to the issue of children no longer knowing how to be bored. In the open discussion, Jessalyn continued this point by suggesting that students today require constant entertainment. Teachers are expected to be fun, fun, fun (all the time!) to engage students every minute of the day, thus leading to teacher burnout. Students’ constant need for mental stimulation, ultimately thanks to technology, means that students don’t get bored and thus reduces opportunity for their creativity to flow. Many classmates echoed this idea of boredom in kids, sharing the incredible things they see kids come up with when they have the time to experience boredom for awhile. Leanne argued that yes, children need to experience boredom, but not while we’re teaching. Hmm – also a good point.
To tech or not to tech – what does the literature tell us?
I enjoyed diving into the annotated readings that both supported and dismantled the debate statement. Here are a few ideas that stuck with me:
- Technology’s ability to save teacher time:
Who wouldn’t want to save time in this increasingly demanding job? The article, Artificial intelligence in education: How will it impact K-12 teachers | McKinsey, focuses on the numerous ways technology can be time-saving for teachers whose workloads have increased significantly in the past few years. The authors show the diverse ways teacher time is used, and offer that technology can save teachers time many areas, especially in content planning, cutting this time needed in half (yes please!). Also, the authors argue that automation of many teacher tasks – preparation, feedback, communication, and administrative duties – allows teachers more time to do what they enjoy both inside and outside of the classroom. The article expresses that these gained hours can result in more time with students, more time to provide personalized learning experiences, as well as giving teachers increased time in their personal lives, helping prevent burn out. It’s suggested that “[t]o improve student outcomes, the teacher still needs to be in the classroom, but their role will shift from instructor to facilitator and coach,” with the example of flipped learning classrooms provided. The article stressed that technology can’t and won’t replace teachers but can help streamline the increasing workloads. The below diagram shows the ways teacher time is being used, less than half of which is actually with students, which I found impactful:
- Technology’s benefit to the overall student learning experience:
The blog, 7 Proven Ways Classroom Technology Improves Student Learning Outcomes | Explorance, outlines seven key ways technology in the classroom enhances an educational environment, such fostering tech-related skills needed in the workforce, connecting a classroom to experiential learning opportunities (ie. virtual field trips) and simply creating a more fun and engaging learning experience for students. This article also mentions how tech inclusion can streamline student feedback benefitting both students, who can receive more timely and focused feedback, and teachers, who can access tech tools (various AI programs) to save time in feedback giving (again, time saving for the win!). I think technology’s ability to create a more engaging, connected and efficient classroom is indisputable and important for educators to consider, even though this meaningful tech inclusion does begin with significant pre-work, planning and learning for the teacher and student. Tech inclusion also equips students with skills like digital literacy, ability to access information and being critical and safe tech users. Providing these necessary life skills, and providing students a time and place to develop them, prepares students for safe and meaningful technology use outside of the classroom, and will benefit society overall as these learners will grow up as competent tech users.
- Wait, but is technology all good? No, there are actually lots of downfalls…
In the Vodopivec article, A Review of Studies Exploring Negative Effects of Digital Technology on Student Learning, Academic Performance, and Class Participation (2024), the author acknowledges the benefits of tech in classroom, while also warning society about the harmful qualities: “technology improves education quality, fostering collaborative and creative learning while digital tools help teachers create engaging lessons and support distance learning, building learning communities and support networks (Raja & Nagasubramani, 2018). Despite the many benefits of digital technology, significant concerns persist regarding its misuse and the detrimental effects it can have on learning and development.” The study results found three main negative impacts of technology: distraction – students struggling with focus on taskness, purpose – tech use being used for non educational purposes, and performance – lack of information retention and lower work quality. I think all teachers can admit seeing these concerns in the classroom.
Another quote that resonated with me from this work is: “[m]ultitasking with cell phones during class negatively affects learning, information retention, and academic performance (Fried, 2008; Wilmer, 2017; Beland & Murphy, 2016). Research shows students often turn to their phones when course materials are disengaging, highlighting the importance of engaging teaching practices (Green, 2019).” This a great point considering adults are the same in regards to being distracted with tech and disengaged from the world around us. If I, myself, struggle with tech use, how can I expect kids not to as well? When the TV show I am watching is dull, I start scrolling on my phone and then end up missing what’s happening, or if I lose interest in a PD session I begin multitasking with other work on my laptop, therefore not retaining the info being presented to me.
Also, in the video Dustin provided, The Most Compelling Argument Against Tech In Schools, the speaker, Sophie Winkleman, presented a very convincing case against tech use with kids in general. She preaches the dangers of tech in terms of social media use, increased screen time, and AI use. Negative implications of technology resulting in higher rates of mental illness, suicide, self-harming, nearsightedness, and screen addiction are impossible to ignore. She offers that schools aren’t helping with these severe issues, as we are promoting more tech use, more screen time, and more reliance on technology that is just supplementing kids already tech-revolved worlds and suggests that schools have the opportunity to go against this instead of feeding in more to the issue. As well, she reiterates the point (that we covered in the debate) about the lack of creativity and imagination in our students as technology is creating passive learners, instead of active ones. The speaker calls for many fixes to this issue including a parental movement and government cooperation. She also discusses the need for intentionality and moderation with any tech use, which I agree with.
OK so yay or nay to tech??
Instead of technology in the classroom enhances learning, I would change my agreeance to a slightly altered statement:
Technology in the classroom can enhance learning when done with caution, purpose and reflection.
I definitely feel less 100% about my ‘yes!’ opinion of the debate topic after hearing both convincing sides and reading into the pros and cons of tech use in the classroom. I think a balance is required with technology in the classroom to ensure we are getting the benefits of tech to student learning, while also being cautious of the negative impacts technology can have.
As teachers, we are in a tough spot to both ensure we are preparing our students for a technology filled society while also protecting them from the dangers that technology brings. I think of digital citizenship, critical thinking, problem solving, creativity, self-control and moderative tech habits as areas we need to support students in developing. So, in conclusion, while seriously acknowledging the downfalls to tech use, I still (cautiously) fall on the side of technology for enhancing learning but realize that an extremely fine balance is required when using technology in the classroom to protect and support students. Call me a cautious optimist – anyone else?
Thanks for reading!
– Teagan
14 Comments
Kritika Sehgal
Hi Teagan,
I really enjoyed reading your reflection on technology in the classroom! You made some great points about how tech can both help and challenge learning. Like you, I also feel technology is important, but only if we use it carefully and with purpose.
In my own experience, I’ve seen how tech can engage students and make learning more fun, but sometimes it feels like we use it just because it’s expected, not always because it truly helps. I agree that setting clear boundaries and being intentional is key. Also, the idea of balancing tech use so students still develop creativity and focus really stood out to me.
Thanks for sharing your thoughtful and honest take — I think being a cautious optimist is exactly the right way to look at it!
Kritika
Chi Nguyen
I’m with you on the “cautious optimist” stance. While technology isn’t a one-size-fits-all solution, it can truly elevate the learning experience when used thoughtfully and purposefully. I really appreciated the emphasis you placed on digital citizenship and fostering self-control and critical thinking in students. Those are the real skills that empower students beyond the screen. Striking that balance is key. Tech can amplify creativity and collaboration, but without guidance, it can also distract.
Teagan Schiltz
Thank you for the response Chi. Yes technology use in the classroom is such a balance. Appreciate your thoughts here!
Teagan Schiltz
Thank you Kritika. It sounds like our thoughts on this are quite aligned. I, too, feel I often use technology out of expectation (from my admin, my division, or even my students!) and not always with clear purpose. That’s a great point. Thanks for sharing your thoughts!
Daegan
Hi Teagan!
I want to start by saying WOW🤩! Your post is so well executed! The organization of your writing allows for such great flow, and your ideas are so clearly explained! I, too, feel very optimistic about the use of technology in the classroom. I agree that we need to be cautious and that we need to fully understand the pros and cons of technology before we can effectively implement it in the classroom. I think we also need to acknowledge that there is a time and place for its usage, and a time and place to leave the technology turned off. I think it connects back to what it looks like to be a responsive teacher, and how we are balancing the use of technology to benefit our students, rather than what is convenient for the teacher. Again, such a great reflection, and I look forward to reading more of your work!
Teagan Schiltz
Hey Daegan! Thank you for your kind words! I am enjoying the more reflective, informal writing that blogging allows. I totally agree with you that there is a time and place for intentional tech in classrooms – sometimes it’s hard to know this proper time and place. Tech can be used purposefully but also can be used aimlessly (I struggle with this sometimes – tech can be a great filler, but what’s the point?). Focusing on being a ‘responsive teacher,’ as you say, resonated with me. Responding to what our students need and don’t need, ensuring we are balancing tech use with tech breaks and not over doing it one way or the other. When I am back in the classroom, I will be striving to better balance my tech incorporation! Thanks for your thoughts here – appreciate it!
Kaela
Thanks for such a thoughtful reflection, Teagan! Like others have already mentioned, I really connected with your “cautious optimist” stance. I also found myself nodding along with both sides during the debate. The idea of using tech intentionally really resonates with me.
I’ve been a connected educator in my division for the past eight years, meaning my Grade 5/6 classroom was provided with a 1:1 device ratio and I was encouraged to integrate tech as much as possible—and I loved it! But in the last 2–3 years, I’ve definitely found it trickier to monitor student activity and keep everyone on task. Despite having clear procedures and expectations, it’s easy for some students to slip through the cracks.
Lately, I’ve actually scaled back and have tried to be more purposeful with how and when we use technology. Interestingly, some of my students’ favourite moments are when we pause the screens and just have open, face-to-face class discussions. They love asking questions and connecting in real time!
Like you said, it’s easy to fall into using tech out of habit or expectation, rather than asking: Is this actually enhancing learning? Your post was a great reminder of that.
Loved your final line: “Technology can enhance learning when done with caution, purpose, and reflection.” Couldn’t agree more! Thanks for sharing!
Teagan Schiltz
Thank you for your response Kaela.
I have considering applying for Connected Ed many times in the past, but haven’t out of fear, I think. Having access to 1:1 devices and the expectation of increased, meaningful tech use was intimidating to me. It doesn’t surprise me that monitoring students on laptops is becoming trickier as kids become more and more competent in tech use and increasingly access technology at home as well.
I love that you have found success in scaling back tech use. I find classroom discussions, live lessons, in person read alouds, class moments of reflection, cooperative games, etc. so important to authentic student learning and building a positive classroom environment. Some things just can’t be replaced by tech.
Thanks for your thoughts here!
Jenna Reimer-Jones
Hi Teagan,
You have done a thorough job of discussing both sides of this debate. I agree with many of the points you have made, especially the importance of using technology intentionally and in a balanced way. However, I also think it is challenging to achieve this balance.
One topic you have brought up is the impact of technology on children’s boredom. This is a conversation I have with my children regularly at home. I believe children should have fun and enjoy what they are doing, however I do not think it is necessarily a bad thing for children to be bored, even in class. As an adult, I know that my workplace is not always entertaining, but I still have to get my tasks done. Sometimes, learning how to work through boredom or doing tasks we do not want to do is just a part of life.
You also mentioned the difficulties of connecting through a screen, and I always felt that way. It was one concern I had about doing my master’s online, as I thought it would not be as great an experience as when I did my undergraduate studies in person. However, I have been surprised at how well I have been able to connect with professors and other students in my master’s program. I do think this is age-related, though, and I can imagine how difficult it would be for younger children.
I believe your other point about critical thinking is going to become even more essential for everyone to acquire. As AI becomes more prevalent, children will need to be able to distinguish between real and fake information and images, or at least question what they see online.
Jenna
Teagan Schiltz
Hey Jenna. Thanks for the reply. I, too, was worried about taking online Grad classes for my Masters program. Like you, I have been pleasantly surprised with them and find I am able to connect with professors and peers despite not being in person. I agree that this likely has to do with age and experience, something kiddos lack if in the same situation. We already know ourselves, know how we learn and have lots of practice engaging in learning in person, so we can better transfer these skills to an online learning experience. These are skills children need to develop still. Thanks for your thoughts here!
Nofisat
Wow, great honest and insightful reflection! I really like what you had to say about people using technology out of force of habit or because others expect it of them instead of using it for the reason that it actually enhances. My almost a decade-long education career has taught me that technology integration in classrooms can become a trend-driven mandate without educators taking time to evaluate whether such tools improve student learning.
I also thought it was interesting that you found Dustin’s arguments more compelling than you originally thought. The way our students’ minds have adapted to tech-based entertainment deeply saddens me because they struggle to find creativity and self-reflection when not engaged with a screen. It makes me sad to see students struggle with non-tech activities because they can’t focus or engage without technology.
That being said, I also agree with the points brought up by the side that agreed that technology should be used more in education. In particular, I loved the statement about technology being used intentionally. I think that this is so important. As Leanne pointed out, when we use technology with younger students, we need to set up clear routines and expectations for students when and how to use it. I completely agree and I think that technology itself is not inherently a good or bad thing, but rather how we use it. I love how you really started to question and change your opinion from an automatic “yes” to using technology in the classroom to thinking more reflectively and cautiously as to when and how to use it in our classrooms. I also find myself in that middle ground now: that technology is great and can be used to enhance student learning, but only when we as educators are critical and purposeful in its use in our classroom.
Given your teaching experience across different grades and subjects, do you believe this middle ground appears differently to you? I’d love to hear about how you navigate this in your own classroom.
Thanks again for this wonderful reflection, Nofisat
Teagan Schiltz
Thanks for the comment Nofisat!
Yes a ‘trend-driven mandate’ without time for reflection is a great way to describe how tech use is often presenting itself in education today. Intentional technology use is so important to ensure we are using these programs/devices in meaningful and necessary ways that actually enhance student learning. I, too, feel I am more in the middle as to tech use benefitting kids in schools – it’s such a delicate balance.
As for my experience, I find in primary it is easier to limit tech use as the kids are less dependant on technology outside of school, than perhaps middle years and secondary students. Yes, my young students love when we incorporate tech, but they also don’t seem to notice or care much when we go days without laptops or online programs. A perk of primary grades, perhaps? That being said, I think I could be harnessing tech use to better engage my learners in purposeful ways…this planning just takes a lot of time and planning on my part and we know teachers are short on time.
Thanks for your thoughts Nofisat!
Jillian Maas
Thanks Teagan for your thoughtful comments. I see that you wavered on your stance and almost changed your opinion. However, I wanted to challenge you to think if social media is ruining childhood, what ages are you referring too? Young children, teen years? I really appreciate your thoughts on how you feel regarding you own personal struggle and use with it. I also struggle with social media boundaries. However, watching my 3 children with it feels different. I think the fact that we grew up in an age where cell phones were the newest thing, we are coming from a perspective that childhood (as we know it) is lost. I challenge you to think about what childhood in the year 2025 looks like….. it very different then what we knew it. I remember my own parents saying to me “get off the tv as when I was a kid we…..”. Is this not a cycle that is happening from generation to generation. Every generation produces a different breed of child. My worry is that if my kids are NOT up to date with the newest technology and social media they will be lost in the dust and feel often how I feel being out of loop in many things. I love how you stated that they can engaging in safe and monitored use. That I think is the key for every parent!!!
MmeLuff
Hi Teagan!
I really appreciated your blog response. I really liked how you reflected on your own practices in the classroom and whether they were due to expectation or due to the assistance that tech provides. The fact that you were able to critically reflect and change your stance on technology is admirable and reflects the potential of this class.
For me, it was not so much what was said, but what was shown. The most poignant moment in the debate for me was when Dustin was speaking with the empty playground in the background. For me, that was a perfect visual for the reality we are facing. Are we encouraging future skills sets, but also suppressing the joys of childhood? Are we fundamentally altering imagination, creativity, and the joy of playing outside without concern of what others will record and post on social media? Are we creating children who would rather be inside on an Ipad instead of giving each other under-ducks on the swings, or playing tag? Especially as a mom to little ones, it reenforced the reality that I need to reflect on my beliefs about technology frequently, and ask myself what future I am supporting for my children and students.
Thank you for your detailed reflection! It was a thoughtful read!