High School Tech Director Advises Ed-Tech Skepticism, Intentionality

Why It Matters

Intentional, evidence‑based ed‑tech adoption safeguards equity, maximizes learning impact, and equips students with the digital autonomy needed for post‑school success.

Key Takeaways

• Prioritize student learning goals before selecting edtech tools.
• Demand evidence that technology improves engagement or outcomes.
• Accessibility isn’t guaranteed by digital devices alone.
• Use UDL and Triple E frameworks for intentional tech decisions.
• Empower students to manage their own accessibility tools.

Summary

The video features a high‑school technology director urging educators to approach ed‑tech with healthy skepticism and intentionality. He stresses that the primary focus must remain on students’ learning objectives, and any tool—especially assistive technology—should be evaluated against those goals rather than adopted for novelty’s sake. He outlines a decision‑making process that asks who is doing the thinking, what the specific learning target is, and whether the technology can achieve results unattainable through analog or face‑to‑face methods. The director highlights that digital devices do not automatically ensure accessibility, citing examples where Chromebooks failed to meet the needs of students with disabilities. He recommends pairing Universal Design for Learning (UDL) with the Triple E rubric to assess relevance, efficacy, and equity before deployment. Key moments include his remarks, “More tech is not necessarily better,” and the reminder that a simple compliance checkbox—“they used Chromebooks”—doesn’t guarantee inclusive outcomes. He also stresses piloting tools with actual students, noting that vendor promises often fall short in real classroom contexts. The implications are clear: schools must move beyond checkbox compliance, embed rigorous frameworks into tech procurement, and give students agency over accessibility settings. By doing so, districts can ensure that ed‑tech investments translate into measurable learning gains and prepare students to independently manage digital tools after graduation.

Original Description

Speaking to the challenges of ed-tech procurement, Lisa Berghoff of Highland Park High School said school districts should overlook hype and focus instead on whether a new tool is accessible and backed by sound research.