Is EdTech a Bad Thing?

Is EdTech a bad thing? Short answer: No…but it isn’t a magic solution either.

Educational technology has exploded over the past two decades, to the point where you can now earn a Master’s degree in Educational Technology from universities such as the University of Delaware, Texas State University, or the University of San Francisco. That alone suggests credibility and serious research investment. But credentials don’t automatically equal classroom success. The real question educators are asking isn’t “is EdTech good or bad?” Really, it’s “how much is too much, and what are we giving up?”

What does the Research Say?

Great question. Let’s look into it! There are plenty of research experiments on the effects of technology in schools, and there are equally some solid articles explaining that educational technology, like most things, has pros and cons. Since the COVID-19 pandemic, education has seen a quick and powerful shift to using more and more EdTech to provide students differentiated instruction, immediate feedback, and increased engagement. That said, the best outcomes come from teacher intentionality. Without the purposeful use of EdTech, the overuse, and misuse of these resources led to reduced attention spans in children and an increase in distraction from targeted learning goals.

And, as this research study suggests, how students use technology really matters. Students who use tech casually or mindlessly tend to see weaker results, while those who use educational technology with purpose—as a tool to support learning rather than distract from it—often experience much stronger outcomes.

Side note: this article specifically talks about using AI. Although we could write a whole series on the use of AI, we’ll give you a quick tip instead: I Spy AI is a great resource for teaching students about using AI in the school setting.

While we know that standardized testing is not perfect, we also know that education as a whole relies on that data to make decisions. So, it’s important to note that when looking at testing scores and EdTech, this Forbes article suggests that the correlation between student scores and technology use is weak, at best. Furthermore, this Edutopia article states that online testing scores are typically lower than the traditional pen and pencil method.

Does the Device Matter?

In my opinion, it 100% matters. That is one hill I have pitched my little camping tent and rolled out my sleeping bag on since 2015. If that’s not your hill, that’s fine, but it’s certainly mine. I believe that in order for students to learn intentionality, they have to be taught intentionality. And being taught intentionality means putting focus over distraction. You teach a toddler how to count to 10 before you teach them their times tables and how to solve quadratic equations…in fact, a quadratic equation wouldn’t even enter the math textbook of a 1st grader. So why would a device that offers every form of entertainment, distraction, and instant gratification be the tool we rely on in a space where students are still learning focus, integrity, and the difference between right and wrong in academics? Yes, I’m talking about cell phones in schools.

Ok, rant over (maybe). Here’s the gist: smartphones are home to calls, texts, calculators, social media apps, school apps, games…the world wide web without school security features. When it comes to the controversial question of whether or not cell phones are appropriate in the classroom…well, from my rant, you can safely predict that my answer is NO. It is an unmonitored distraction and prevents so many human things from taking place in the classroom— connecting with your peers face to face, learning patience and even being bored and daydreaming. In addition, it pits parents and teachers against each other, as students find the loophole of who exactly has control over that device during the day.

BUT don’t just take my decade plus of classroom experience for it. More and more of the research is saying the same thing. Many states in the United States are putting bans and regulations on cell phone use in classroom settings. The device matters, and I strongly believe that, while EdTech has a place in the classroom, smartphones do not (rant over…for real this time).

Finding the Balance

So, where’s the balance between screens and paper? This is where the good old pen and pencil still hold real value. Research on handwriting consistently shows that writing by hand improves memory and concept retention, because students are forced to slow down, think, and actively process information rather than simply transcribing it. Paper note-taking encourages deeper thinking, better organization, and stronger long-term understanding—proof that slowing learning down isn’t a flaw, but a benefit.

At the same time, technology has a clear place in the classroom, especially when students need to revise work efficiently, collaborate with peers, or interact with simulations, data sets, and real-world visuals that paper alone can’t provide. The balance isn’t about splitting time evenly between screens and notebooks—it’s about purpose. Every lesson should ask the same question: does this moment require focus or flexibility, depth or speed, reflection or collaboration?

The Real Question Isn’t “Should We Use EdTech?”

The better question is: “Does this tool make this specific learning clearer, deeper, or more accessible than paper would?” Sometimes the answer is yes, sometimes it’s no, and sometimes it’s both. Technology was never meant to replace paper and pencil, but to work alongside more traditional tools. When used thoughtfully, each has a place; when used poorly, even the best tools fall short. If you are looking for some great, teacher-made digital activities to support your classroom, check out our intentionally-crafted, teacher-approved digital resources here.