More Than Just Screens: Purposeful Technology for Education

A recent question, “What is the school’s motive for being “online”?” got me thinking and prompted me to write again. This question appeared to be prompted by our use of technology in upper elementary, middle school and high school.

Then it got me thinking about how technology has completely changed education and my world! And how many do not understand the benefits of it in education.

The biggest change for me has been MORE CONNECTIONS, PERSONALISATION and ACCESS TO INFORMATION.

When I say more connection, I mean deeper, more meaningful relationships with my students. The thoughtful use of technology such as AI-driven tools, NWEA MAP assessments, SeeSaw, and other educational platforms—has been transformational in helping me achieve that. These tools streamline tasks that once consumed countless hours: analysing data, and creating differentiated plans. This shift has significantly reduced the risk of the personal and professional burnout I have previously experienced. I know I am not alone in this experience, as research by the EdWeek Research Center (2023) shows that nearly 44% of teachers report feeling burned out, with administrative load and data management being major contributors. By automating and personalising these aspects through technology, I have managed to reclaim precious time and mental space. The result? I’m no longer running on empty. I can now focus on what truly matters—being present with my students, nurturing their growth, and reigniting my passion for teaching. I feel more connected to them—and to myself—than ever before.

Then there’s personalisation—one of the most powerful outcomes of technology in education. With the right tools, I can tailor each student’s learning journey to meet their individual needs, interests, and pace. Technology enables me to analyse real-time data, differentiate tasks, and move away from the outdated “one-size-fits-all” model of teaching. If a student is ready to accelerate in Maths, they can move ahead using platforms like IXL or have a customised learning path generated through Khan Academy by simply entering their NWEA MAP RIT score. If a student needs to read an article on earthquakes, I can ensure the text is matched to their Lexile level through tools like Newsela or by using AI which can make rigorous content accessible to all.

Using technology to assess has been life-changing, the NWEA MAP assessment itself is driven by adaptive technology that generates personalised learning goals aligned to the Common Core Standards, offering clear, actionable next steps for growth. I can pull up what students need to work on and what students already know. Students at The Green School also benefit from our partnership with an online school platform, which allows them to:

• Learn at their own pace. Some students have moved ahead to a new unit before their peers.

• Choose how they take in content, based on learning preferences —whether through reading, listening, or watching videos.

• Explore subjects and resources beyond what a traditional classroom can provide.

  
  

For students with accommodations or specific learning needs, technology is a game-changer. Those with writing difficulties—whether due to dysgraphia, motor challenges, or other diagnoses—can use speech-to-text tools, AI-powered grammar assistants, or simply type instead of writing by hand. Struggling readers can access content through text-to-speech or visual learning formats, ensuring that every student has a fair and equitable chance at success. As the International Society for Technology in Education (ISTE) highlights, “Technology allows learning to be more accessible, more inclusive, and more tailored to the learner’s unique profile.” At The Green School, this is not just a possibility—it’s our reality, and why shouldn’t it be?

Another big positive is access to information—one of the greatest equalisers in modern education. In a traditional system, it’s simply not affordable or sustainable to print new textbooks every year or purchase updated resources for every grade. By utilising online content, we give our students immediate access to current research, diverse perspectives, and engaging, high-quality learning materials.

Instead of relying solely on outdated, static textbooks, students can explore the latest scientific discoveries, global viewpoints, and interactive resources. For example, in science, students no longer just read about atomic forces—they can see them through simulations. They can apply different pressures to molecules, manipulate variables, and observe reactions in real-time—something I never experienced in my high school labs. Furthermore, technology brings abstract concepts to life:

• Students can interact with physics concepts like friction, gravity, and momentum through visual simulations.

• They can play financial literacy games that mirror real-world decision-making, or simulate stock market investing to learn about risk, return, and long-term thinking.

• AI tools allow them to bring ideas to life visually, helping students recreate the images in their minds, whether they’re designing a scene from a novel or visualising a science process.

As the OECD (2021) notes, digital learning tools not only expand access but also “deepen understanding by allowing students to engage actively with content, experiment, and see immediate outcomes.” At The Green School, this access empowers students to be explorers, thinkers, and creators—not just passive recipients of information.

Finally, there’s the real world. The COVID-19 pandemic was a wake-up call—showing us how quickly the world can change and how essential it is to be adaptable, especially with technology. At The Green School, our students don’t just consume digital tools—they create with them. They know how to use AI, PowerPoint, Canva, Word, Excel, and Teams. They can animate, edit, and record videos, communicate professionally via email, and confidently reach out to adults for feedback and support. These are not just academic skills—they are life skills. Let’s be honest: what university—or workplace—isn’t using technology today? From remote collaboration to digital presentation, tech fluency is no longer optional.

At the end of it, our use of technology is intentional in every way – and makes us better educators. My hope is that other educators read this and are inspired, that parents gain perspective and that those in education embrace, rather than shun, the inevitable advancements coming our way - because this is just the start!

References

Organisation for Economic Co-operation and Development (OECD). (2021). The State of School Education: One Year into the COVID Pandemic. Retrieved from: https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm

Hamilton, L., Kaufman, J., & Diliberti, M. (2020). Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels. RAND Corporation. Retrieved from: https://www.rand.org/pubs/research_reports/RRA168-2.html

Schleicher, A. (2018). World Class: How to Build a 21st-Century School System. OECD Publishing. doi:10.1787/9789264300002-en

McQuiggan, S., Kosturko, L., McQuiggan, J., & Sabourin, J. (2015). Mobile Learning: A Handbook for Developers, Educators, and Learners. Wiley.

Digital Promise. (2019). Personalized Learning: What It Really Is and Why It Matters. Retrieved from: https://digitalpromise.org/wp-content/uploads/2019/06/PersonalizedLearning-Brief.pdf

NWEA. (2023). MAP Growth: How it works. Retrieved from: https://www.nwea.org/the-map-suite/family-toolkit/

World Economic Forum. (2020). The Future of Jobs Report 2020. Retrieved from: https://www.weforum.org/reports/the-future-of-jobs-report-2020

Edutopia. (2022). Why Teaching Soft Skills is Key to Preparing Students for the Future. Retrieved from: https://www.edutopia.org/article/teaching-soft-skills-future-ready