Reevaluating the Role of Educational Technology in Classrooms: A Focus on Teacher Training and Active Engagement

The critique of educational technology (edtech) in recent online publications and social media discussions often highlights the disappointment surrounding its promise to revolutionize education. Despite significant investments, technology has not consistently led to the transformative changes many hoped for, especially in terms of deep engagement and meaningful content. The focus of edtech has often been superficial, addressing only surface-level issues rather than providing holistic, transformative changes to teaching and learning. However, this critique overlooks a key factor—how technology is used, and more importantly, how teachers are trained to integrate it into their classrooms.

One of the core arguments made in the critique is the failure of technology to engage students effectively. The author points out that while technology is often viewed as an engagement tool, the brain cannot distinguish between learning and entertainment when using devices. This lack of distinction leads to a drop in engagement, especially when the technology used is not purposefully aligned with instructional goals. Rather than viewing technology as an independent solution, we should focus on how teachers incorporate it into their teaching practices. Active monitoring (an educational best practice) throughout the duration of student usage by educators is essential for ensuring that technology is used effectively to meet learning goals, rather than assuming that technology alone can keep students engaged.

As an instructional technology coach, I frequently observe classrooms where students are using devices, but teachers are not actively monitoring student engagement in the same way they would with traditional methods like paper and pencil activities. The mindset that “technology will engage students on its own” often leads to disengagement and missed opportunities for personalized guidance. The solution to this problem is not the abandonment of edtech but rather a shift toward a blended learning approach, where digital tools complement traditional instruction. Studies show that when teachers are trained to integrate technology into the learning process and actively engage with students, the learning outcomes improve for all students, not just those who need scaffolds or accommodations.

Research supports that technology is most effective when it is paired with clear instructional goals and teacher involvement. Hattie (2009) emphasized the importance of teacher feedback and active monitoring in enhancing student learning. This finding suggests that teachers must be equipped with the skills to monitor and guide tech-based tasks effectively. Studies also show that teachers who receive targeted training in using technology and maintaining classroom engagement are more likely to create meaningful learning experiences for their students (Darling-Hammond, Zielezinski, & Goldman, 2014). Furthermore, incorporating technology as part of a blended learning model can lead to positive outcomes, particularly when educators actively engage with students rather than allowing technology to function passively in the classroom.

It is important to note that selective inclusion and exclusion of studies, such as the omission of research focusing on students with learning needs, can introduce biases that limit the applicability of edtech findings. Studies like Mitchell (1987), Ran et al. (2021), and Benavides-Varela (2020), which specifically examined students with learning needs, were excluded from a recent meta-analysis. The exclusion of these studies may have introduced selection bias, overlooking valuable insights into how technology impacts diverse student populations. Reintroducing these studies later in the analysis raises questions about the consistency and clarity of the inclusion criteria.

Ultimately, the challenge lies not in the technology itself, but in how we prepare teachers to use it. Rather than viewing edtech as a quick fix, we must focus on teacher training and professional development to ensure technology is integrated meaningfully into the learning process. By actively monitoring students and aligning technology use with learning goals, teachers can transform technology from a superficial babysitter into a powerful tool and educational ally in the classroom.

References

Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using technology to support at-risk students’ learning. Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education (SCOPE).

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.