How tech can help—not hurt—learning?

Instead of banning digital media for kids, take a hard look at the roles it is playing in the classroom. Then make a decision to use tech only when it lets kids do the lion’s share of the work.

Ask yourself these three questions:

1. Is the tech a proxy for thinking?

In this case, technology reads for us. It corrects our spelling and predicts our next words or even generates complete sentences. All a child has to do is click to approve what’s being suggested. Their brains do almost no work, and they’re developing almost no literacy skills.

Can you answer, “Yes?” to this question? If so, do not use this tech in the classroom.

2. Does the tech prompt thinking?

Here, the child encounters words, scenarios or stories, then is prompted to answer questions, or perform tasks. This allows for a higher level of engagement and learning. Still, the tech is taking on a lot of the work. For example, it’s much easier to recognize correct answers in multiple choice quizzes than to write responses into a blank form.

If you say, “Yes,” to this question, use this tech minimally. Or better yet, try to find a better way of engaging kids.

3. Does the tech only present content?

When tech does nothing more than substitute for paper or a whiteboard, the child has the best opportunity for learning. The tech is doing little to no work, and the child is developing skills of their own. Here’s an idea: instead of telling a kid what they’re missing by not reading, how about validating a reluctant reader’s experience? Affirming their feelings helps you reach them on their terms.

When you answer “Yes,” to this question, the tech is okay in the classroom.

Reclaim the work of learning

Sure, tech is everywhere. And our youth need to be prepared for future jobs. But when students are being prevented from doing the foundational work of literacy by technology’s conveniences, students are not being prepared for the future. They’re being cheated out of the capabilities they are going to need to become independent.