“Why technology will never fix education”

Why technology will never fix education” is a 2015 article that’s also absurdly relevant in the COVID era of distance education, and this paragraph in particular resonates with my teaching experience:

The real obstacle in education remains student motivation. Especially in an age of informational abundance, getting access to knowledge isn’t the bottleneck, mustering the will to master it is. And there, for good or ill, the main carrot of a college education is the certified degree and transcript, and the main stick is social pressure. Most students are seeking credentials that graduate schools and employers will take seriously and an environment in which they’re prodded to do the work. But neither of these things is cheaply available online.

For the last few years, I’ve often asked students to look at their phones’s “Screen Time” (iOS) or “Digital Wellbeing” (Android) apps. These apps measure how much time a person spends using their phone each day, and most students report 3 – 7 hours per day on their phones. The top apps are usually Instagram, SnapChat, and Facebook. Student often laugh bashfully at the sheer number of hours they spend on their phones, and some later confess they’re abashed. I ask the same thing when students tell me how “busy” they are during office hours (no one ever says they’re not busy). So far, both the data and anecdotes I’ve seen or heard support the “ban connected devices in class” position I’ve held for a while. The greatest discipline needed today seems to be the discipline not to stare relentlessly at the phone.

But what happens when class comes from a connected, distraction-laden device?

In my experience so far, the online education experience hasn’t been great, although it went better than I feared, and I think that, as norms shift, we’ll see online education become more effective. But the big hurdle remains motivation, not information. And I too find teaching via Zoom (or similar, presumably) unsatisfying, because it seems that concentration and motivation are harder on it. Perhaps online education is just increasing the distance between highly structured and self-motivated people versus everyone else.


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