Last fall, social scientist Jonathan Haidt argued for removing laptops from K–12 classrooms, calling 1:1 device programs a failure. His position, supported by psychologist Jean Twenge and others, reflects growing skepticism about classroom technology that began with cell phones and now targets laptops.
The case against classroom screens
Critics point to research questioning the benefits of widespread classroom technology. Neuroscientist Jared Horvath, whose 2025 book The Digital Delusion has shaped the discussion, contends schools adopted technology too quickly during the pandemic without reevaluating its role. “Everyone went heavy tech, like a Band-Aid during the pandemic,” he told Edutopia. “But COVID stopped and no one ripped the Band-Aid off.”
Horvath advocates for controlled access through shared laptop carts or computer labs, where devices are used only for specific tasks rather than kept on every desk.
Policy changes are already underway. Los Angeles Unified School District now restricts screen exposure in early grades, delaying device use until second grade and limiting daily use for older elementary students. At least a dozen states have proposed or enacted similar restrictions.
The debate over classroom technology has intensified in recent years, driven by concerns about attention spans and learning effectiveness. The conversation has quickly shifted from criticism to policy, grouping different tools and uses under the same broad category.
Teachers push back on sweeping bans
Many educators argue the backlash oversimplifies how laptops function in classrooms. High school English teacher Marcus Luther describes the current moment as a reaction that ignores how teachers actually use technology. “After a broad consensus formed against cell phones, many educators and thought leaders have said, okay, let’s just keep going and target computer screens too,” he said.
Luther, who uses laptops sparingly, worries the discussion is dominated by voices outside K–12 education. Middle school math teacher Dylan Kane, who removed Chromebooks from his classroom for a month, shares this concern. “I believe teachers do their best work when they’re trusted as professionals,” he said. “I get very nervous about mandates that feel blunt and undermine teacher judgment.”
Kane’s experiment produced mixed results. Students were more engaged in discussions and more willing to work through problems on paper, but planning and grading took longer. Tools like DeltaMath, which efficiently combine old and new skills for practice, were difficult to replace. “It’s just so fast and easy to see, ‘Hey, a lot of students got this wrong. I need to reteach that,’” he said. Months later, Kane now calls himself “paper-first” but not opposed to technology, using laptops for specific activities and state testing.
How teachers actually use laptops
Many teachers say laptops enable activities that would otherwise be difficult. Luther uses shared Google Docs to provide real-time feedback on student writing, creating an ongoing dialogue during the drafting process. “I can be part of their journey in a way that wouldn’t work with 30 or 35 students,” he said.
For fifth-grade teacher Samantha DiCicco, an audio tool helps improve reading fluency. Students record themselves reading aloud, then listen and reflect before receiving feedback. The method addresses a key challenge, allowing her to assess individual progress without slowing the class.
Other teachers rely on laptops to support absent students. Tools like recorded lessons and self-paced structures help students keep up. “Technology like that was the only way to differentiate instruction,” one teacher said. “Students who needed more time could slow down, while others could move faster.”
Most teachers describe laptop use as limited and intentional. High school English teacher Brett Vogelsinger estimates his students use them about 30% of the time, mostly during research projects. “That number rises during research units,” he said. “But that’s not most days.”
The real difference, many say, lies in how devices are used. “Before deciding whether to use laptops, I ask: What does good learning look like?” Luther said. “Once that’s clear, then you can ask if technology helps.” In his classroom, laptops appear only when they enable something that would be harder or slower without them.
Teachers often connect math activities to students’ lives through digital tools, making abstract concepts more tangible.
The distraction problem
Even in well-managed classrooms, laptops create distractions. Luther’s school uses monitoring software like GoGuardian, which lets him see every student’s screen in real time. “If I see a student switch to a game or social media, I can close it and talk to them,” he said. But the presence of a laptop can still pull attention away. “Staying focused is hard for everyone, not just students.”
The attention issue resonates most with teachers. Many share Horvath’s concern that screens have become a default, even when they’re not the best tool. But they reject the idea that banning laptops would solve the problem. “Removing devices won’t magically create a perfect classroom,” Luther said. “In rooms where screens replaced instruction or community, taking them away won’t suddenly fix everything.”
A debate with real stakes
The discussion affects more than classrooms. Many tools at the center of the backlash—word processors, shared documents, digital databases—have changed how people access and create knowledge. Banning them would alter how teachers plan lessons and deprive students of skills needed for college and careers, where digital literacy is essential.
“We sometimes imagine a past where students were always engaged before computers existed,” Vogelsinger said. “But that’s not how classrooms actually worked.”
Some educators see irony in the current push. Former K–12 technology administrator Andrew Marcinek notes many districts originally required classroom technology without proper training. The backlash, he argues, risks repeating the same mistake in reverse. “We’re swinging from one extreme to another without asking what actually works,” he wrote.
The path forward, many teachers say, requires balance. Clearer limits on technology use, especially for young students, are needed, but flexibility must remain for individual classrooms. Whatever schools decide, the impact will be felt most by teachers and their students.
Flexible policies can also boost student motivation, giving teachers room to adapt to different learning needs.
Companies like Microsoft are shifting toward in-house AI models, which could further change how technology integrates into education.
