Technology in our classrooms
Technology in our classrooms will be something studied long after our generation is gone. Current research done both here in the US and in the UK show that technology use within primary education limits a child’s ability to learn satisfactorily. That said though, when is a good time to introduce our students to technology, screens, and the pitfalls therein?
To be honest, it’s up to you the parent. There are studies that show increased screen time in classrooms limits a student’s ability to fully grasp a subject. This isn’t ubiquitous to just the US though. Studies around the world have concluded that:
The quality of integration (the pedagogy behind the tech) matters more than the tech itself.
Teacher preparation and classroom context are decisive factors.
Outcomes are mixed but generally positive when well implemented.
Imagine now, your child at home. They’ve sat in front of YouTube or a tablet all day. How is their behavior? How does bedtime go? No imagine they’ve still had some limited screen time, but also blended it with activities like arts & crafts, or riding a bike, or building Lego, etc. Usually they’re better behaved and bedtime goes smoother.
So, why bring this up?
This week, it was expected we’d see the passage of HB2393 - the counterpart to SB2310 that passed with an amendment last week. So far, at the time of this posting, it is still stuck in committee.
The bill as originally written, called for a full ban on technology use in K-5 classrooms in TN. On its face it feels good; right even. But when you start thinking through the ramifications one thing becomes abundantly clear…
We are heavily reliant on technology in our classrooms.
Walk into any classroom in one of our elementary schools here in Wilson County and count the technology. Chromebooks. Smart-screens. Maybe Cell Phones? There’s a lot.
Now think back to your own time in elementary school… we had what exactly? An overhead projector with transparency films? A TV mounted on the wall for announcements or special events (remember those NASA events?). No cell phones. No computers.
A lot hasn’t changed, but there’s a ton that has. We rely on our Chromebooks for testing. We rely on them for literacy programs and math.
So how much money would we lose if we walked away from Chromebook contracts, or canceled contracts for software and cloud usage? How many students would lose access to any technology whatsoever if they didn’t have a district provided Chromebook? How many students with disabilities who rely on technology to make learning easier would suddenly be disadvantaged or left behind entirely?
Technology is here and isn’t going anywhere. It’s our job as parents to ensure our kids are protected during their device usage. That’s why the Senate passed an amendment that scaled back the draconian prohibition and gave more power to Local Education Agencies (LEA) to determine what is best for technology usage in K-5.
And we should review its usage. Technology should be a tool in our pedagogy not a crutch. It should make a teacher’s life easier, but not abdicate the responsibility of educating our children. And teachers agree! And good news, so does the research!
Recent scholarship shows that technology use in K–5 classrooms improves engagement and can enhance learning outcomes, but only when implemented with strong pedagical design, teacher support, and equitable access. The quality of integration—not the mere presence of technology—is the primary determinant of effectiveness.
Here’s a list of studies conducted recently:
Buschmann, H. (2025). Unlocking the essence of edtech integration: Elementary teachers’ lived experiences with classroom technology. Journal of Digital Education and Technology.
Access does not guarantee meaningful use - teacher capacity is the decisive factor.
Leite, W. L., Zhang, H., Rana, S., et al. (2025). Do intelligent tutoring systems benefit K–12 students? A meta-analysis of U.S. studies.
Structured, adaptive technologies can improve achievement—but only when embedded in instruction.
Timotheou, S., et al. (2022). Impacts of digital technologies on education and factors influencing schools’ digital capacity: A systematic review.
Technology is a system-level intervention, not just a classroom tool.
Consoli, T., et al. (2024). Quality of technology integration matters: Development of the Technology Integration Quality Scale (TIQS).
Simply using more technology does not help—how it’s used is what matters.
Lee, H. (2025). Promoting inclusive AI and technology in K–12 education: A scoping review.
Technology can either reduce or reinforce inequities depending on implementation.
Zou, Y., et al. (2025). Digital learning in the 21st century: Trends, challenges, and innovations. Frontiers in Education.
Innovation is outpacing pedagogy.
Cabalbag, J. R. (2025). Technology integration: Impact on students’ learning.
Depth of integration determines impact on learning.
Priante, A., et al. (2025). Integrating technology in physical classrooms: Educational and social impacts.
Technology is a “double-edged sword” for equity.
