I’m a student who’s frustrated with how little technology is used in our daily learning. I left art school feeling disappointed because I thought by now tech would have made huge strides in education, especially in digital art spaces (can’t speak for every art school though).
Now that I’ve found a passion for tech in education, the career switch seemed logical. But every time I bring up my ideas, people act like I’m going to ruin kids’ lives. These kids are already glued to tablets or gadgets (and no, I don’t mean Mr. Gadget, though that would be cool). So why not give them something better than a tablet but safer than a dangerous tool?
I’m starting to feel like I sound a little crazy. Yikes!
It’s not necessarily an ethical issue, but more about bigger concerns. Schools are large systems, and they prioritize doing no harm, like the medical field’s Hippocratic oath. Schools are very cautious because they’re responsible for the safety and well-being of the kids. So they don’t rush to introduce new tools, especially when it could affect equity and fairness. They have to be careful.
On top of that, kids are natural learners, and they tend to learn by observing and copying what the adults and other kids around them do. Tech is great, but it’s not a replacement for the human examples they learn from.
There’s still a lot to figure out about how technology can best be used in education. We’re still figuring out the patterns and techniques that work. And with AI in the mix, it adds a whole new level of uncertainty. AI can do things much better than kids, but over-relying on it can also cause harm. Schools have to think about the potential risks and benefits.
@Samuel
I think it’s even simpler than that. First off, money. Technology is expensive to buy, maintain, and replace when it breaks or becomes outdated. Secondly, tech illiteracy. Many of the people who would need to teach it don’t understand it themselves. That means it often goes unused.
Throw in some funding and training, and once the older generation retires, things might start moving faster.
It’s not exactly about ethics, but educators do have a healthy fear of unintended consequences. Equipping all students with tech, ensuring equitable access, and paying for it are big hurdles. Plus, many tech products don’t pass the testing and trial process.
In higher education, there’s less resistance, but the same concerns apply. The best strategy is to start small by solving one specific problem and gradually expand within the institution. But that can take years, and EdTech companies often don’t have the patience to wait for results.
SophiaMartinez said: @Tony1
Have you seen any examples of this ‘start small and expand’ strategy working in EdTech?
Yes, I’ve done it with a company I was part of that eventually reached 30 universities. The organization I’m with now also used this approach successfully. Many learning management systems (LMS) started this way, focusing on one school or district before growing.
One issue is that schools sometimes introduce tech without integrating it properly, then blame students for not using it. Another problem is that leadership doesn’t prioritize digital literacy for teachers, assuming there’s still time to avoid it. Meanwhile, students come in with skills that feel futuristic to their teachers.
Lastly, some educators might feel threatened by technology, thinking it could replace them or that students will learn elsewhere. However, even with tech improving the learning experience, teachers remain essential.
