Oklahoma weather, Superintendent Lindel Fields top news of the week
From the new Oklahoma superintendent to a look at the winter forecast, we have you covered on the news this week.
As Oklahoma policymakers grapple with esoteric questions such as how much technology belongs in state schools and at what ages students should use to it in the classroom, two legislators who successfully pushed earlier this year for a statewide cell phone ban in schools are examining the issue.
Sen. Ally Seifried, R-Claremore, and Rep. Chad Caldwell, R-Enid, led an interim study at the Capitol in early October to explore whether the use of technology and artificial intelligence (commonly known as AI) in the classroom helps or hinders student learning.
Caldwell said while legislators often think they know best what to do, that wasn’t the case with this study, being held by the Senate Technology and Telecommunications Committee, of which Seifried is chair.
“I feel like we start thinking with the answer and then set up a study to drive the answers that we want,” Caldwell said. “I think today’s going to be a little bit different in that it is truly just an exercise in learning and an opportunity to hear about all different perspectives on the topic that I think is incredibly important, that all of our schools and students are facing, and that is, how do we find that right balance in our classroom for technology versus traditional learning methods?”
Speakers during the study included Melanie Dart, a seventh-grade teacher at John Rex Charter School in Oklahoma City; Brandon Wilmarth, the director of educational technology for Moore Public Schools; Dan Buck, a former teacher and assistant principal who now serves as a policy analyst with the American Enterprise Institute, a conservative think tank; and Jared Cooney Horvath, a cognitive neuroscientist and co-founder of Learning Made Easy Global.
“We have to ask whether technology in the classroom is actually moving the needle for student learning,” said Seifried, who’s also the vice chair of the Senate Education Committee. “Technology can be a helpful tool for teachers who have already mastered their craft and can use it to optimize instruction. But as a primary teaching tool, it should be used with caution.”
General themes that came from all the speakers included that technology is a tool and should not replace a teacher, and that young students must learn core material using time-tested, hands-on methods – often using paper and a pencil or pen – before moving on to technology-based learning.
Horvath used an analogy of learning to drive a car as an example of the latter principle.
“If you first learn to drive a manual transmission, adjusting to an automatic is simple,” he said. “But starting with automatic means you may never develop the full skill set. Education is the same way. Students who first master the harder, foundational work – handwriting, mental math, focused reading – build the cognitive strength to adapt and transfer skills in any setting.
“But when we rely too heavily on computers as primary teaching tools, we risk letting students offload effort instead of truly learning. Technology has its place once expertise is established, but our priority should be investing in the proven supports that help children develop strong, lasting foundations.”
Classroom technology use should be balanced with hands-on activities, experts say
Wilmarth, a former high school teacher in the Moore district, said his love for technology and interest in how it helps students engage in learning led him to his current position. He said modern-day schools are challenged because “our students are going to take on jobs that don’t exist now” because of technology.
“Technology itself is neutral – it’s the way that it’s used that matters,” he said. “In the hands of a skilled teacher, (it) becomes an enhancer: making lessons more interactive, engaging students in active learning, and supporting those who need extra help. But without purpose or training, the same tools can distract or disengage.”
He offered screen-time guidelines for various ages. For early childhood students – those in pre-kindergarten through second grade – it’s recommended only in short, daily bursts of about 15 to 20 minutes while guided by a teacher and balanced with play, movement and hands-on learning.
Upper elementary students in third through sixth grades, he said, should have no more than 20 minutes per session, with daily totals of 45-75 minutes across all subjects and a focus on interactive, project-based or collaborative tasks. Secondary-age students in seventh through 12th grades can have more exposure, up to 30 minutes per session, with breaks for discussion and other activities. Ideally, a secondary student shouldn’t have more than 90 to 120 minutes cumulatively, focused on creation, critical thinking and assessment.
“Even though I’m the director of ed tech for Moore Public Schools, you’ll never hear me say tech is good all the time,” Wilmarth said. “We really recommend it’s a blended approach. Use your autonomy as you work through the curriculum, whether it’s part of the digital platform you have access to, or paper and pencil. Blend those activities to where you start with one and finish with the other.”
Buck presented data showing about 55% of students spend up to four hours of the school day on school-issued devices, while another 27% exceed five hours of screen time daily – well above recommended guidelines. He suggested holding educational technology vendors accountable if their products aren’t improving education outcomes, prohibiting social media and ensuring computers are used only for educationally necessary purposes.
Seifried said it’s all about legislative priorities in how public money allocated for education should be used.
“One of the key takeaways from today is that if technology or platforms are not producing meaningful results, those dollars might be better invested in proven supports – whether that’s additional reading specialists, teaching assistants, or even increased teacher pay – resources we know directly help kids succeed,” she said. “At the end of the day, the question is: Does education technology support learning better than traditional methods?”
