Seventh-grade math teacher Dylan Kane eliminated all educational technology from his classroom in a deliberate experiment. The shift made lessons harder for students, but that difficulty appears to have driven learning gains.
Kane's decision to abandon screens reflects a growing skepticism among educators and policymakers about the ed-tech expansion of the last two decades. After years of heavy device integration in classrooms, some schools now question whether screens actually improve outcomes.
The research on ed-tech effectiveness remains mixed. While technology companies market solutions as learning accelerators, peer-reviewed studies show inconsistent results. Some students benefit from digital tools, but many show no improvement or perform worse when screens replace traditional instruction.
Kane's classroom removed laptops, tablets, and learning management systems entirely. Students returned to paper, pencils, and direct teacher interaction. Initial reactions centered on frustration. Without digital scaffolds and instant feedback from apps, students had to engage more deeply with problems. They couldn't skip ahead or use autocorrect features. They asked teachers questions directly rather than consulting a help menu.
This friction created what cognitive scientists call "productive struggle." When learning feels effortless, retention often suffers. The brain encodes information more durably when effort is required. Kane's students, forced to work through problems manually and articulate confusion verbally, appeared to cement understanding more effectively than when technology mediated their learning.
The experiment also restored classroom dynamics that tech had altered. Without devices, students maintained eye contact with teachers and peers. Discussions became more natural. Teachers read body language and adjusted pacing accordingly. Cheating became harder. Attention remained visible.
Other educators have reported similar findings when reducing screen time. Teachers at schools scaling back ed-tech note improved student focus, better handwriting, and stronger collaborative skills. Some districts now limit device use to specific subjects or grade levels rather than integrating technology across all instruction.
Kane's work suggests the ed