Technology has become an unavoidable part of American education. From Chromebooks and tablets to artificial intelligence and digital learning platforms, today’s students have access to more educational technology than any previous generation. But new research is raising an important question: is more technology necessarily better for learning?
A recent Gallup survey found that 96% of U.S. public school teachers say their students use learning devices in class. Yet 61% believe students should spend less time using those devices. Only 6% think students should spend more time on them.
The concern is not necessarily that technology has no place in education. Rather, educators are increasingly questioning whether technology is being used because it genuinely improves learning or simply because it makes classrooms appear more modern.
That question has become even more important with the rapid growth of artificial intelligence.
A September report from the American Psychological Association warned that engagement with educational technology does not necessarily translate into learning. Students may spend significant amounts of time interacting with an app or AI tool without actually developing knowledge and skills that they can apply independently.
Generative AI presents a particularly complicated challenge. A student can use AI to produce a better essay, for example, without necessarily becoming a better writer. The technology can improve the final product while reducing the amount of thinking required to produce it.
This does not mean schools should simply reject AI. In fact, the APA recommends teaching students to question AI-generated answers, identify weaknesses in its reasoning and compare its responses with other sources. The goal should be to make students critical users of technology rather than passive consumers of it.
This represents a broader shift in how schools should think about educational technology. The goal should not be to put more screens in front of students. It should be to use technology when it makes education more effective, while preserving the human interaction that makes learning meaningful.
Students still need teachers. They need opportunities to collaborate with their peers, ask questions, solve problems and participate in hands-on activities. They also need opportunities to explore subjects that may not fit neatly into a traditional textbook or digital platform.
For schools, the challenge is finding the right balance.
Technology can provide enormous benefits when it is paired with strong teaching and thoughtful programming. Coding, robotics, digital animation, AI, entrepreneurship and other technology-focused programs can give students valuable skills while allowing them to learn by doing.
The future of American education therefore may not be about choosing between technology and traditional education. It may be about combining the best of both.
The most successful schools will likely be those that ask a simple question before adopting the next new educational technology: Does this actually help our students learn?