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Derrendinger: Stop hitting snooze on the “EdTech” problem

By AM Derrendinger

Students’ families shouldn’t have to fight for what they already have a right to: an educational experience that promotes both academic success and health. Yet this basic truth is being actively ignored in schools statewide as parents get pushback from teachers, principals and superintendents for trying to opt their kids out of being put at a setback…this being receiving a personal laptop, or in the case of kindergarteners, a tablet.

Educational quality is being compromised by the unnecessary usage of the aforementioned tech in the classroom. The reason why is as simple as the fact that so-called EdTech is designed for the exact same purpose as social media: profit off of the attention of the human child. Distraction and effective learning cannot coexist—it is plainly a conflict of interest between Big Tech and education. The reality that I have observed as a high schooler is that as long as students are put in front of an addictive device, distraction from the work at hand is predominant, and within one of the most trusted institutions of society, it is Big Tech’s priorities that come first.

Furthermore, what I observe firsthand almost every day are not only the flaws in the system, but for what questionable reasons devices are needed in the classroom to begin with.

I have toured a few local high schools, and the noticeable pattern is that computers are mainly relied on to play “educational games,” type up papers, have quick access to research resources, and email (AKA reminding students of homework assignments that they should have written down in a planner, of which I spied none). But aren’t schools supposed to teach organization and responsibility, or am I crazy?

All I know is I can’t lie to myself about what I directly see: classmates consistently forgetting tasks and due dates even with Google Classroom at my own school, and how the first thing my peers do upon opening their Chromebook is not to write their essay, but text each other through googledocs, or scroll, or search up gambling websites. As for research, taking a quick trip to the library has never yet failed me, and even the teacher at a school I recently visited admitted that all the resources needed to complete projects, in fact the whole curriculum, were available in analog form. The kids just liked the shortcuts, which are fine by all means in certain situations, but unfortunately not when it comes to learning.

It’s not really even a shortcut to give any developing being the path of least resistance: it is a fundamental rule that doing so sets them up for failure later on, and in the case of students who will be in the workforce not too long from now, that does not bode well. We’re not even factoring in the distraction element and ineffective learning that comes with the obtainability of the appealing YouTube on the school-issued device.

In simpler terms, I am living proof that it is very possible to function without email and a Chromebook; and with that and all the failings in the current system I have described in mind, why not switch to a computer lab?  If the reasonable seems daunting, rest assured: all hundreds of Vermonters are currently asking for is for schools to not give them a hard time for wanting the better option for their kid: to partake in the exact same curricula in a print-based manner.

Vermont schools continue to hold their doors wide open for the destructive runoff of unchecked capitalism to flow in: the profiting off of hurting and disadvantaging the vulnerable, the kids whose interests should be put first. Which does not mean asking them for their input on how to use the dopamine-dispensing devices, in the same way that adults shouldn’t ask kids on their input for whether they should keep the candy around. Responsibility means taking action based on what independent research (of which there is an abundance on this topic) has proven.¹

If it’s not enough to rail on about the destructiveness of Chromebook use in the classroom, then it may be helpful to bring up another issue with that specific widely used product: privacy law violations. Google is currently being sued for selling student data onward to literally anybody, also getting kids addicted to porn on school devices.²

It’s time for schools to wake up and realize that their whole purpose—to promote the academic and social success of children–is being compromised by the use of a largely needless and infuriatingly ineffective product. The alarm went off long ago when test scores and grades began to decline exactly when in-class laptop and tablet use was implemented.3,4 Lawmakers, too, keep hitting snooze on a concern that feeds the overall declining quality of the nation’s education, a topic that in itself clearly seems a huge priority within the legislature.

All that families want is the choice to give their kids a childhood: education, health, and play that doesn’t risk either of those things. So give us the choice to opt out of the tech that can ruin it.

Sources:

¹ Horvath_Written Testimony to US Senate Commerce Committee Jan 15, 2026 www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf

² Active Cases Archive – EdTech Law Center

³ Four+Vermont+Graphs Showing Reading and Math Test Scores decline with introduction on 1:1 computers

⁴ Why U.S. Test Scores Are in a ‘Generation-Long Decline’ – The New York Times

AM Derrendinger is a writer and a 9th grader who lives in Middletown Springs, Vermont

# contentMap.en
Derrendinger: Stop hitting snooze on the “EdTech” problem

By AM Derrendinger

Students’ families shouldn’t have to fight for what they already have a right to: an educational experience that promotes both academic success and health. Yet this basic truth is being actively ignored in schools statewide as parents get pushback from teachers, principals and superintendents for trying to opt their kids out of being put at a setback…this being receiving a personal laptop, or in the case of kindergarteners, a tablet.

Educational quality is being compromised by the unnecessary usage of the aforementioned tech in the classroom. The reason why is as simple as the fact that so-called EdTech is designed for the exact same purpose as social media: profit off of the attention of the human child. Distraction and effective learning cannot coexist—it is plainly a conflict of interest between Big Tech and education. The reality that I have observed as a high schooler is that as long as students are put in front of an addictive device, distraction from the work at hand is predominant, and within one of the most trusted institutions of society, it is Big Tech’s priorities that come first.

Furthermore, what I observe firsthand almost every day are not only the flaws in the system, but for what questionable reasons devices are needed in the classroom to begin with.

I have toured a few local high schools, and the noticeable pattern is that computers are mainly relied on to play “educational games,” type up papers, have quick access to research resources, and email (AKA reminding students of homework assignments that they should have written down in a planner, of which I spied none). But aren’t schools supposed to teach organization and responsibility, or am I crazy?

All I know is I can’t lie to myself about what I directly see: classmates consistently forgetting tasks and due dates even with Google Classroom at my own school, and how the first thing my peers do upon opening their Chromebook is not to write their essay, but text each other through googledocs, or scroll, or search up gambling websites. As for research, taking a quick trip to the library has never yet failed me, and even the teacher at a school I recently visited admitted that all the resources needed to complete projects, in fact the whole curriculum, were available in analog form. The kids just liked the shortcuts, which are fine by all means in certain situations, but unfortunately not when it comes to learning.

It’s not really even a shortcut to give any developing being the path of least resistance: it is a fundamental rule that doing so sets them up for failure later on, and in the case of students who will be in the workforce not too long from now, that does not bode well. We’re not even factoring in the distraction element and ineffective learning that comes with the obtainability of the appealing YouTube on the school-issued device.

In simpler terms, I am living proof that it is very possible to function without email and a Chromebook; and with that and all the failings in the current system I have described in mind, why not switch to a computer lab?  If the reasonable seems daunting, rest assured: all hundreds of Vermonters are currently asking for is for schools to not give them a hard time for wanting the better option for their kid: to partake in the exact same curricula in a print-based manner.

Vermont schools continue to hold their doors wide open for the destructive runoff of unchecked capitalism to flow in: the profiting off of hurting and disadvantaging the vulnerable, the kids whose interests should be put first. Which does not mean asking them for their input on how to use the dopamine-dispensing devices, in the same way that adults shouldn’t ask kids on their input for whether they should keep the candy around. Responsibility means taking action based on what independent research (of which there is an abundance on this topic) has proven.¹

If it’s not enough to rail on about the destructiveness of Chromebook use in the classroom, then it may be helpful to bring up another issue with that specific widely used product: privacy law violations. Google is currently being sued for selling student data onward to literally anybody, also getting kids addicted to porn on school devices.²

It’s time for schools to wake up and realize that their whole purpose—to promote the academic and social success of children–is being compromised by the use of a largely needless and infuriatingly ineffective product. The alarm went off long ago when test scores and grades began to decline exactly when in-class laptop and tablet use was implemented.3,4 Lawmakers, too, keep hitting snooze on a concern that feeds the overall declining quality of the nation’s education, a topic that in itself clearly seems a huge priority within the legislature.

All that families want is the choice to give their kids a childhood: education, health, and play that doesn’t risk either of those things. So give us the choice to opt out of the tech that can ruin it.

Sources:

¹ Horvath_Written Testimony to US Senate Commerce Committee Jan 15, 2026 www.commerce.senate.gov/wp-content/uploads/media/doc/Horvath_Written%20Testimony.pdf

² Active Cases Archive – EdTech Law Center

³ Four+Vermont+Graphs Showing Reading and Math Test Scores decline with introduction on 1:1 computers

⁴ Why U.S. Test Scores Are in a ‘Generation-Long Decline’ – The New York Times

AM Derrendinger is a writer and a 9th grader who lives in Middletown Springs, Vermont