In a recent discussion between Rick Hess and Alex Baron, the director of academic strategy at a District of Columbia charter school, the two educators explored the disconnect between education practice and policy, specifically regarding the use of technology in the classroom and its impact on student learning.
Baron raised concerns about the prevalence of digital distractions in classrooms, even when devices like phones are banned. He highlighted the challenges educators face in keeping students engaged with academic tasks when they have access to a variety of interactive and social platforms on their devices. Despite the efforts of policymakers to restrict device usage, children find ways to circumvent the rules and use technology in ways that are not conducive to learning.
Hess acknowledged the challenges posed by technology in the classroom, especially in terms of reading instruction and test preparation. While Baron argued that computerized testing leads teachers to prioritize tech-based instruction, Hess emphasized the importance of maintaining a balance between digital and traditional learning methods. Both educators agreed that the purpose of education should guide decisions about technology use in schools, with Baron advocating for a more low-tech approach to mitigate the negative effects of constant digital stimulation on students’ learning and well-being.
Ultimately, the discussion highlighted the complex relationship between technology, assessment, and classroom instruction, underscoring the need for educators and policymakers to bridge the gap and work together to create more effective learning environments for students.
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