Is Education Technology Actually Helping Students Learn? A Deep Dive on WBUR’s On Point
On the March 6, 2025 rebroadcast of the WBUR radio program On Point with host Meghna Chakrabarti, a critical conversation unfolded around a question at the forefront of educational debate: is education technology truly enhancing student learning? With U.S. schools investing billions annually—from laptops and tablets to software and e-learning apps—the promises of edtech are large, but the evidence complex.
Massive Spending, Mixed Results
According to the non-profit EdTech Evidence Exchange, before the COVID-19 pandemic, American schools were spending between $26 billion to $41 billion each year on education technology. This figure only promises to rise as the global e-learning market is expected to reach $170 billion by 2030, per market research firm Research and Markets. Edtech companies advocate their products as tools to assist administrative tasks, reduce teacher workload, accelerate assessments, and most importantly, help students learn more effectively.
Yet, national data clouds this optimism. The National Assessment of Educational Progress (NAEP), often called the “nation’s report card,” shows that student literacy and math scores have remained largely flat since 1971. More recently, academic achievement has declined since 2020, a trend linked to pandemic school closures but also coinciding with a surge in edtech use as schools pivoted to remote learning.
“Hundreds of billions of dollars are being channeled into edtech, but the benefits remain questionable,” Chakrabarti summarized. Technology is undeniably embedded in modern life, including education. The key question is how to harness it effectively to truly enhance student learning.
Voices from the Classroom and Academia
Joining the discussion was Katie Akridge, a 9th and 10th grade English Language Arts teacher from Athens, Georgia, who offered firsthand insight from the classroom. She characterized her feelings about education technology as a “love and hate” relationship.
“It’s a double-edged sword,” Akridge explained. “Money spent putting technology in the hands of students is money well spent. It improves accessibility and equity—each student having a Chromebook through my district, for example, levels the playing field.” She cited digital communication tools like Infinite Campus and PowerSchool that keep students and parents informed in real-time, boosting engagement.
Yet, she urged caution about over-digitizing education. “We have to ask how much can be digitized versus how much should be,” she said, highlighting a risk that using technology exclusively can diminish the depth and quality of learning.
Akridge described her approach to integrating edtech carefully alongside traditional texts. For instance, as her ninth graders study the Odyssey, a thousand-year-old Greek epic not naturally captivating for teenagers, she supplements the ancient text with modern alternatives like Apple podcasts discussing the narrative’s events. This enables students to hear diverse voices and perspectives beyond the teacher’s lecture, mirroring how they engage with media in everyday life.
“I use tech as a supplement, not a substitute,” she emphasized. “The core texts and seminal literature offer cultural connections and tools to think independently—education’s true purpose—and tech should support that process.”
Balancing Digital Engagement with Academic Rigor
Chakrabarti highlighted a growing concern among parents and childhood development experts about excessive screen time and digital dependency in classrooms. The conversation also touched on the need to meet students where they are, acknowledging that digital tools can spark interest and make learning more relevant.
However, Akridge warned against reducing the curriculum to apps or animations that simplify or replace complex texts. Instead, she advocated using technology thoughtfully, preserving academic rigor while making lessons more engaging and accessible.
Continuing the Conversation
The On Point episode also featured expert voices from Stanford associate professor Antero Garcia and Adam Phyall, director of professional learning and leadership at the nonprofit All4Ed, to explore broader research and policy implications. The full, unedited conversation is available for listeners seeking a comprehensive exploration of the challenges and opportunities edtech presents.
As education technology becomes ever more integrated into classrooms, educators, parents, and policymakers face the task of wielding it wisely—balancing innovation with tradition to truly enrich student learning and academic achievement.
To listen to the full On Point episode, visit WBUR’s website or podcast platforms.
