Seventh-grade math teacher Dylan Kane ditched educational technology entirely in his classrooms, removing all screens and digital tools to test whether low-tech instruction could improve learning outcomes.
Kane's experiment reveals a counterintuitive finding. Removing technology made his classes harder for students, not easier. Yet that added difficulty appears to have driven stronger engagement and better results. Without digital scaffolding, students had to work through problems more deliberately. They asked more questions. They struggled productively rather than passively consuming content on screens.
This approach aligns with emerging research questioning the blanket adoption of ed-tech. Studies show that devices can distract students, fragment attention, and create the illusion of learning without deepening understanding. When students rely on software to provide instant feedback and step-by-step guidance, they often skip the cognitive work required for real mastery.
Kane's classroom experience suggests that struggle itself can be pedagogically valuable. When a math problem requires sustained effort and genuine problem-solving rather than clicking through a digital interface, students develop persistence and deeper conceptual knowledge. Peer collaboration replaced algorithmic assistance. Written work replaced auto-graded quizzes.
More educators and administrators are reconsidering large ed-tech investments. Schools spent billions on devices and platforms during and after the pandemic, often with mixed results on achievement. Some districts now scale back screens in early grades, recognizing that hands-on learning, teacher interaction, and physical manipulatives build stronger foundations.
This does not mean technology has no place in classrooms. Rather, Kane's experiment suggests that when districts deploy ed-tech, they should ask harder questions: Does this tool remove necessary cognitive load, or does it remove productive struggle? Does it enhance teacher-student interaction, or replace it?
The lesson extends beyond Kane's seventh-grade math classes. As schools evaluate their tech spending and learning strategies, evidence increasingly points toward a balanced approach. Technology works