Wêrom Learlingen Minder Leare Nettsjinsteande Mear Technologie yn Klaslokalen
June 13, 2026 · Frisian News
Schools with the most technology spending show no improvement in test scores. The ed-tech sector profits not from student learning, but from districts buying equipment.
FryskIn ûndersyk fan it National Center for Education Statistics toande oan dat skoallen mei de heechste technologie-útjeften gjin mjitbere ferbettering yn wiskunde- of lêsprestaasjes sjen lieten yn ferliking mei skoallen mei minder technologie. Guon prestearden sels noch minder. Miljarden gongen nei tablets, ynteraktive boarden en learplatfoarms sûnder folle resultaten.
EdTech-bedriuwen hawwe skoallieding derfan oertsjûge dat technologie yn de klas essensjeel is. Ynvestearringsfirma's en risikokapitalisten fertsjinje miljarden mei de trend. De ed-tech sektor profitearret net fan skoallen dy't mear leare. It profitearret fan skoallen dy't hardware keapje.
Ûndersyk fertelt in oar ferhaal as de leveransiers. In meta-analyze fan 200 ûndersiken toande oan dat technologie it learen allinnich ferbetteret as it foar spesifike taken brûkt wurdt, net as algemiene ferfanging fan tradisjoneel ûnderwiis. De krantekoppen rôpe in revolúsje út. De gegevens toane amper mear as marginale foardielen.
De echte problemen binne makliker en goedkeaper op te lossen. Learlingen ferlieze skoaltiid oan ôfliedingen troch skermen. Leararen ferspillje wiken mei it learen fan nije systemen sûnder goede training. Skoallieding keapet apparatuer sûnder te freegjen oft it wurket. Klaslokalen wurde djoere technologie-depots.
Skoallen hawwe tweintich jier lang nei de technologie-oplossing socht sûnder resultaten. Dochs komme elk jier nije apparaten oan en sammelje de âlde har ûnder it stof. De syklus bliuwt bestean omdat leveransiers de ferkeapen nedich hawwe, net omdat learlingen better leare.
A study from the National Center for Education Statistics found that schools with the highest technology spending showed no measurable improvement in math or reading scores compared to lower-tech schools. Some performed worse. Billions have gone into tablets, interactive boards, and learning platforms with little to show for it.
EdTech companies have convinced administrators that classroom technology is essential. Investment firms and venture capitalists have made billions from the trend. The ed-tech sector does not profit from schools learning more. It profits from schools buying hardware.
Research tells a different story than the vendors do. A meta-analysis of 200 studies found that technology improves learning only when used for specific tasks, not as a blanket replacement for traditional teaching. The headlines proclaim revolution. The data shows marginal gains at best.
The real problems are simpler and cheaper to fix. Students spend class time distracted by screens instead of paying attention. Teachers waste weeks learning new systems with minimal training. Administrators buy equipment without asking whether it works. Classrooms become expensive tech warehouses.
Schools chased the technology solution for twenty years without results. Yet every year, new devices arrive and old ones gather dust. The cycle persists because vendors need the sales, not because students learn better.
Published June 13, 2026 · Frisian News · Ljouwert, Fryslân