As a Tech TOSA, teachers often come to me when they have a spark of an idea and need the right tool to bring it to life. Sometimes, they just need a reliable replacement for a tool they loved, like finding a new home for video discussions after Flip changed. My role isn’t to audit what’s in their “digital closet,” but to offer support and guidance as we navigate the “energy” of our classrooms together.
With the growing conversation around screen-time limits in districts like LA Unified, we have to be honest about what that energy looks like. When we stand side-by-side in a classroom where students are on a mandate for 90 minutes of adaptive software each week (45 minutes for math and 45 minutes for ELA), the room is often stagnant. It’s quiet, but is it the silence of deep thought or the silence of digital compliance?
The person who is doing the work is doing the learning.
The “Work” Litmus Test
I have a quote I live by in my own classroom:Â “The person who is doing the work is doing the learning.”
When we look at tech tools, the question isn’t “is this high-tech?” but “who is doing the heavy lifting?”
- Compliance Tech: The software handles the logic and sorts the levels. The student is a passenger.
- Creation Tech: Tools like Canva or Snorkl (which now hosts MathReps!) require students to be the drivers. In Snorkl, there is no passive learning; the student must articulate their thinking and record their process. That is the kind of “work” that leads to true learning.
The “Fluff” Tax vs. The Power of Fun
We all need to break the monotony sometimes. A fast-moving game like 99math or Wayground can be a fantastic way to build the fluency and basic facts students need before they can perform complex math. That “sprint” of excitement is a bridge to the next level of mastery.
The “fluff” tax happens when the game mechanics (like 20 minutes of boss battles in Prodigy) take up more brain space than the actual math. If the stimulation is a barrier to the standard rather than a bridge, it’s worth asking if it’s truly propelling them forward.
Making the Most of Mandated Minutes
We know the reality: many districts mandate 90 minutes a week for math and reading software. As a coach, I’m not there to push back on district policy, but to support teachers in navigating it. When I stand side-by-side with a teacher in a “stagnant” room, I like to ask four gentle, clarifying questions:
- Is the tool giving accurate information? Does the data on the screen reflect the growth (or struggle) you are seeing in the classroom?
- How do you know they are learning the material? If we closed the laptop right now, could they explain the “why”?
- Is this propelling them forward? Is this tool helping them master a Priority Standard, or just helping them finish a level?
- Who is doing the thinking?
Everyone will have a different take on it, and that’s okay. Some tools work better for some than others.
Final Thought
The goal of looking at pedagogy first isn’t to add a burden to the teacher. It’s to ensure that when we do use screens, whether it’s for a mandated block or a creative EduProtocol, the tech is helping them think, not just helping them finish.
Join the Conversation
How do you balance the “stagnant” mandated minutes with the “energetic buzz” of creation-based learning? Have you found a tool that actually reflects the growth you see in your small groups? Let’s talk about it in the comments.
Nowa Techie 