Earlier this year, the Consortium for School Networking (CoSN) released a new report, identifying challenges in education and proposing remedies. One proposed remedy was to use more digital learning tools, that is, more computers:

Image Credit: Rido - Adobe Stock

To better serve their students and staff, the report recommends that districts leverage generative AI; adaptive technologies, or tools that change a student’s learning pathway depending on how they interact with it; and a more interconnected digital learning environment, which would allow for a more seamless experience for students to easily access their learning materials and collaborate with peers and teachers.

Lauraine Langreo, “AI Is Common Thread Through the Big Challenges Schools Are Facing, New Report Says,” Education Week, February 20, 2024

Is that just another expensive gimmick?

More rising expenses and plummeting scores? An Education Week report warns,

The pace at which many school districts are embracing artificial intelligence for use in education is dizzying. AI-powered chatbots—and not just ChatGPT—are being used by teachers to craft lesson plans tied to state academic standards, saving teachers valuable time; AI technologies are helping educators design reading assignments tailored to different reading levels; and the technology is putting virtual “teacher assistants” in classrooms. That relatively unexpected pace of change has many educators and experts concerned. They are worried that the race to embrace AI may lead to negative consequences that are difficult to see right now. This report provides a road map to navigate the rising role of artificial intelligence in K-12 education.

“Schools Are Using AI. But Are They on the Right Track?” February 19, 2024

Some claim that it’s time to go back to paper and pencil. A speech pathologist argues,

The best available evidence shows that excess technology is detrimental to learning and development. An increasing amount of research demonstrates that screens have a negative impact on reading comprehension. One study published last year suggests that cognitive engagement is higher in children when reading printed books versus digital media. Another such study in 2018 found that there was higher functional connectivity in the brain when reading from print versus a decrease while reading from a screen. And yet another research review highlights, “Paper-based reading yields better comprehension outcomes than digital-based reading.”

Denise Champney, “Big Tech Hubris And Greed Behind Digital Education Failure,” May 12, 2024

At worst then, the computer will be right up there with the oft-banned smartphone in its “contribution” to education.

But are things that simple?

As Keri Ingraham and Peter Biles have noted here, “The smartphone is the enemy of learning” because “Digital devices are hijacking kids’ ability to concentrate in the classroom.” As a result, a number of states have enacted restrictions on the use of smartphones in classrooms.

Of course, we might expect such an outcome from the smartphone. For kids, it is mainly a social tool. It could even be a terror for the kid who is on the receiving end on online abuse — while she is supposed to be learning algebra. If a student must be contacted due to an emergency, legal guardians can contact the school office.

But do computers in classrooms typically have the same effect? When we asked an award-winning veteran science and math teacher, she begged to differ. She quickly wrote back offering eight ways computer use in schools has been beneficial in her experience:

Eight ideas off the top of my head:

Students can search quickly and accurately for information on the internet in a way that searching journals and books could not provide.

Students who want to pursue an idea beyond the teacher’s notes or textbook can do so readily in the internet.

Students with visual impairments can use a computer to hear information. Those with hearing impairments can see it.

Students with expressive disabilities can use a computer programme to translate the spoken word into text, and then revise this material for submission. (Ray Kurzweil did one thing right?)

Students can compose and edit material for submission using word processing programs.

Students who require a great deal of rote practise in reading or math can access and monitor this practise with programmes, e.g., Reading A-Z

Students can access Desmos to visualise graphs, and more important, intersections of graphs, that are not readily graphable by hand.

Instructors can use computer programmes to detect plagiarism, e.g., Turnitin

Of course, the teacher we quote is assuming that the computer is there to assist with learning tasks, not to import the student’s social whirl into the classroom.

Along those lines, Education World advises the teacher,

Be the role model of responsible surfing by only accessing appropriate sites any time you are using classroom computers. Students should surf safely and only visit approved or assigned websites. If learners are unsure whether a website is safe, they should first consult with you. Educators can keep a list in the classroom that provides students with the sites they can and cannot visit. It is important to set clear expectations of the site’s students’ access for their assignments.

“7 Rules to Set for Classroom Computers,” 2022

Even the smartphone could, properly used, contribute to classroom learning. Just now though a timeout may be in order for the smartphone, as Jonathan Haidt would say.