In the midst of a technological revolution, many students and teachers wonder if it is possible to preserve the age-old wisdom found within the pages of a book. In today’s fast-paced and ever-evolving educational landscape, the debate between traditional learning methods and technology-based education has increasingly intensified with the rapid emergence of artificial intelligence (AI). The conventional practice of textbooks, paper, whiteboards, and face-to-face interaction has now begun to compete with the ever-expanding opportunities of technology.
Traditional educational methods focus on tactile experiences, collaborations, and human interactions. This includes the use of notebooks, worksheets, whiteboards and chalkboards, class discussions, and small group interactions. While these strategies and materials are commonly utilized today, their origins can be traced farther back in time. The development of paper and woodblock printing has had an indelible impact on the world, revolutionizing the transmission of knowledge.
Today, non-digital teaching techniques are being challenged by online websites and databases. Many teachers are using websites like TCI Learning, Delta Math, Quizlet, and Kahoot as essential tools in the learning process. These platforms cultivate a fun, engaging, and collaborative environment. The digital transformation signals an exciting evolution in education, as teachers and schools learn to adapt in accordance with the evolving preferences of today’s students.
Not all believe the shift from paper to computers is entirely beneficial. Global teacher Mr. Rose described how he used to be an avid proponent of these online learning tools. But, in recent years, he has strayed away from these methods. He said he believes that a student’s education should not be entirely reliant on technology. “Sometimes I use them more, but recently I’ve strayed away from them,” he said. “They’re a good tool for making things a competition. I love games, I try to make any activity a game when given the opportunity.” While Mr. Rose recognizes the value of digital tools, he said he believes that the key to education lies in a teacher’s ability to connect with their students.
English teacher Ms. Ebstein shared similar sentiments. In her classroom, she likes to incorporate both technology and traditional tools: “I usually start without technology in order to strengthen basic skills, then I bring in technology.” She recognizes the efficacy of technology, and views it as an “aid to creativity that can grow skills.” She enjoys how fast materials can be distributed to students and loves not having to load students full of papers. Ms. Ebstein noted that memorization is linked with the act of physically writing on paper. A study published by the National Institute of Health finds that writing on paper is more effective for learning than typing on a keyboard because of more robust brain activation. Additional research by the National Institute of Health reveals that the use of paper activates the hippocampus within the brain. The hippocampus is associated with the retaining of language and imagery-related information, which explains why writing is incredibly useful in English and Language Arts classes. Ms. Ebstein said “handwriting, memorization, and remembering needs to come before the technology comes in place… It is important to trust yourself and know what you are capable of.”
The use of advancing technology has also begun to apply to standardized testing. Since its creation, the SAT has taken place on paper. However, the announcement of the test being administered online starting in Spring 2024 has many juniors and seniors growingly concerned. Many worry that this transition to an online format, with its own unprecedented set of challenges, could potentially impact their performance. As a result, some students are rushing to take the test before it goes digital. However, this may have consequences on their performance, leaving them with less study time and additional pressure.
Some students express worries about staying focused and retaining information in a technology-driven learning environment. Sophomore Emma T. acknowledged the difficulties she had concentrating during lessons because of various distractions that diverted her attention. “Having physical materials in front of you just makes it easier to grasp the concept,” said Emma. Unexpectedly, many teachers feel the same. Ms. Ebstein shared her struggles with technology: “As a user of tech myself, it is difficult to not want to be on a million tabs. The computer allows you to believe you can multitask; by nature, it’s distracting… Even I get distracted, so how can I blame students?” She understands and relates to the struggles that students face when trying to be productive. Sophomore Meredith L. reflected on the importance of self-awareness and recognizing one’s capabilities. “It’s difficult being on a screen and expected to learn the same,” Meredith said, reflecting on how many teachers expect students to produce the same quality of work whether it is on-screen or on paper, emphasizing the need for adaptable learning methods depending on the student. “It’s different for each subject,” she added. “I’d rather type an essay, but analyze documents on a physical sheet of paper.” Meredith remarked that, in the future, she hopes teachers will integrate a healthy mix of both learning approaches to enhance learning.
Ms. Ebstein uses a technology box system, which forces students to place their phones in designated boxes on their tables. “I want to be intentional of when I have students use tech,” said Ms. Ebstein, “and not just use it simply for the sake of using it.” This system is designed to help students understand when and where to disconnect from technology and silence their notifications.
The discussion about the place of technology in classrooms has been amplified by platforms like ChatGPT, which have continued to increase in popularity due to their accessibility and ability to provide vast sources of knowledge at the touch of a button. The ability of AI to understand and process natural, human-written text bridges the communication gap between computers and humans. However, using AI also raises concerns about the need to properly prepare students in a world where AI continues to grow in prominence.
Many teachers see AI as a tool that is capable of considerably enhancing the learning experience in the future. Mr. Rose recognized the value of AI, reporting that he sees it as “incredibly exciting and a real game changer.” AI can be used to streamline basic tasks for students, allowing them to independently edit their own work, generate prompt questions, and receive tailored feedback, allowing for personalized learning. Ms. Ebstein said, “it is a wonderful tool, a starting place, but not the end.” Artificial intelligence, although it is far from perfect, can spark thought and creativity.
Ms. Ebstein expressed some of her concerns regarding the future of education. While she said she doesn’t believe AI will replace teaching positions, she said that she worries that it “might take over people’s interest in learning from others.” She finds it difficult to imagine the absence of instructors, but can imagine appreciation of them decreasing. An overreliance on AI may inadvertently devalue the vital role of educators, reducing them to ‘facilitators’ or ‘supervisors’ of technology. Ms. Ebstein described her views of the conflicts surrounding students’ overreliance on AI for their schoolwork by noting that students “think they can ask the computer a question, and have it answer for them, or it can generate an essay for them about a book. It’s not about the essay. It’s about the thinking behind it that they are losing. That’s the real problem.”
In this technological revolution, the main concern is the preservation of the intrinsic value of teaching, learning, thinking, and unbridled creativity. The decision is ultimately up to students and teachers as to when and how to use technology over traditional learning, allowing them to choose the most suitable approach for their educational needs.