A seventh-grade math teacher, Dylan Kane, eliminated ed-tech from his classes as an experiment, resulting in more challenging but potentially more effective learning. The article discusses growing skepticism among educators and policymakers about the expansion of educational technology. Some are now reducing screen use in classrooms to improve student engagement and outcomes.
Key Points
- Teacher conducts experiment by removing all ed-tech from math classes.
- Classes become harder, but this challenge may enhance learning effectiveness.
- Broader trend of educators and policymakers reconsidering heavy reliance on screens in education.
Implications for Educational Freedom
This experiment underscores teacher autonomy in instructional methods, supporting educational freedom by challenging potential government or institutional overreach in mandating ed-tech. It empowers parents and schools to choose low-tech approaches that may better suit student needs, aligning with school choice and parental rights.
Source: When a teacher ditched screens, class got harder. That may be why it worked.
