Document Type

Honors Project

First Advisor

Dr. Tracy Hough

Degree Award Date

2024

Keywords

Elementary Education, Technology, Computers, Edtech

Disciplines

Educational Assessment, Evaluation, and Research | Educational Technology | Elementary Education | Elementary Education and Teaching

Abstract

This paper challenges the misconception that the mere presence of technology mandates its obligatory use. Examining external influences, such as major tech companies, societal pressures, and the COVID-19 pandemic, reveals a context-dependent impact of technology in American schools, often moderate rather than revolutionary. Educators must decide whether to prioritize technology over traditional methods with similar learning outcomes. Recognizing that elementary schooling extends beyond content delivery to essential social skills underscores the importance of human interaction for cognitive development. To navigate the complex edtech landscape, providing preservice teachers with evidence-based technology integration training is crucial. Ongoing discussions and research on edtech effectiveness are vital, empowering educators to adapt in the face of evolving technology.

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