Dylan Kane, a seventh-grade math teacher, removed all educational technology from his classroom and discovered that the shift created harder work for students—and better results.
Kane's experiment eliminated digital platforms, online assignments, and interactive tools that typically streamline instruction. Without screens, students had to engage more directly with mathematical concepts through paper, pencil, and face-to-face interaction. The increased cognitive load forced learners to wrestle with problems rather than rely on automated feedback or hints from software.
Research supports Kane's observation. Studies show that students who write by hand retain information longer than those who type notes. The absence of digital distractions also extends attention spans. When classroom instruction lacks screens, students cannot passively scroll or multitask, requiring deeper mental engagement with material.
The shift demands more from teachers too. Without ed-tech's built-in scaffolding, Kane had to design lessons that work without technological crutches. This required clearer explanations, more deliberate pacing, and stronger formative assessments. Teachers cannot simply assign a digital worksheet and let the platform handle grading; they must actively monitor understanding.
Growing numbers of educators and policymakers are reconsidering heavy screen dependence in schools. Some districts have scaled back ed-tech adoption after pandemic-era acceleration revealed that tablets and laptops did not automatically boost achievement. Norway's education system limits screen use in early grades. France restricts smartphones in schools.
The irony cuts deep. Education technology was designed to improve efficiency and personalization. Yet its removal created conditions where learning actually deepened. Kane's experiment suggests that difficulty itself—when properly structured—serves learning better than convenience. Struggling with a challenging problem on paper develops persistence and mathematical reasoning in ways that point-and-click interfaces often cannot.
His work raises questions for districts investing millions in ed-tech infrastructure. The expense of devices, platforms, and training may not correlate with