- Don’t Expect Your Students to Attend Your Funeral - March 2, 2022
- Teachers Have Known This for Years: A Generation Hollowed Out - August 3, 2021
- Opinion: After Trump, Civics Can NEVER Be the Same - January 16, 2021
- FIVE Miserable COVID Truths Teachers Don’t Say Out Loud - December 18, 2020
- A Message from the Year 2040: How a Year of COVID Learning Forever Changed My Life - November 23, 2020
- Zooming into the Abyss: The VANISHING AMERICAN STUDENT - October 16, 2020
- DON’T BE FOOLED: The Fall Will Be Difficult, But Teachers Were Demoralized Long Before COVID-19 - August 13, 2020
- Teaching in the Midst of the Corona Crisis - March 18, 2020
- Five OUTRAGEOUSLY OUTDATED Things in Modern Education - October 4, 2019
- It’s Time to Replace the Fourth of July (Kind Of) - September 17, 2019
#4: Waiting for Technology to Save Us: Technology is great. It makes educators more efficient in grading. It imbues us with more pedagogic tools. It allows us to communicate with parents and the broader community in a more robust and transparent fashion. But what it will never do—what it cannot do—is to solve the biggest problems in education.
Teacher anxiety and stress are on the rise. Shortages are reaching pandemic levels. The search engine Yahoo even has a subcategory of articles entitled, “Teachers in Crisis.” Fewer modern teachers recommend a teaching career to their own children and students. Paul Barton of ETA (Educational Testing Service) has argued that differing levels of school proficiency can be distilled down to five key factors: levels of absenteeism, hours watching television, amount of pages required to be read for homework purposes, volume and quality of reading materials in the home, and the presence of two parents in the household. Not one of these variables can be bolstered by the latest classroom app, Google Classroom upgrade, or YouTube educational videos.
Foreign exchange students who come to America always seem surprised by two obsessions prominently on display in American schools: sports and technology. There is, in fact, little evidence that more access to the latest technological fad does much to improve academic outcomes. We should use technology when and where it is appropriate. But let’s stop pretending it will empower us to jump any of the highest hurdles in our profession.
Click here for reason number 5.