6 Things We’re Getting Wrong About Tech Integration

Despite years of investment, many schools are still missing the mark on technology integration. Here’s what the experts told us needs to change—and how to get started this year.

By Paige Tutt

Edutopia

August 1, 2025

6 Things We’re Getting Wrong About Tech Integration – Summary for Educators

By Paige Tutt Published August 1, 2025
Original article: https://www.edutopia.org/article/6-tech-integration-mistakes

In 6 Things We’re Getting Wrong About Tech Integration, Paige Tutt outlines persistent challenges in K–12 educational technology use and offers expert-driven solutions to improve classroom integration. Despite pandemic-era investments and rapid adoption, many schools still lack sustainable, pedagogically sound strategies for using technology effectively.

1. Software Without Support

Districts often purchase edtech tools without sufficient teacher training or time to experiment. Michelle Manning, an instructional technology integration specialist, notes that without ongoing onboarding and feedback, investments fail to yield results. Recommendations:

• Offer varied professional learning opportunities, from in-person demos to short, on-demand tutorial videos.

• Revisit tools after trial periods to gather teacher feedback and adjust use accordingly.

• Provide in-class modeling and co-teaching to build confidence.

2. Siloed Spending Decisions

Technology purchases often exclude key stakeholders, creating a disconnect between instructional needs and IT concerns. Collaboration can be tense—educators may feel IT doesn’t grasp instructional challenges, while IT staff focus on security and compliance. Recommendations:

• Form digital vetting committees including administrators, teachers, IT staff, and edtech specialists.

• Review usage data, costs, and alignment with instructional goals.

• Avoid “trend chasing” by prioritizing tools with clear instructional value.

3. Tech for Tech’s Sake

Post-pandemic, technology became omnipresent in lessons, sometimes without clear purpose. Without guidelines, teachers may feel pressure to use devices even when unnecessary. Recommendations:

• Begin with instructional goals, then choose whether tech enhances them.

• Use digital tools for creative, open-ended projects rather than defaulting to device-based instruction.

• Normalize low-tech options like paper-based activities when more efficient.

4. Tools Without Rules

Poorly established routines lead to distraction and misuse. Instructional coach Alyssa Faubion stresses that classroom management should precede device use. Recommendations:

• Set clear, consistent expectations for when and how devices are used.

• Use verbal/nonverbal cues (e.g., “shark mode” for partially closed laptops during direct instruction).

• Reinforce routines until they become automatic, and explicitly teach device care and information security.

5. Unused Devices, Unprepared Students

Some educators sideline devices due to connectivity issues and distractions. However, avoiding tech entirely can worsen the digital divide and leave students unprepared for computer-based assessments. Dirk Hastedt, of the International Association for the Evaluation of Educational Achievement, warns that the “digital native” myth obscures the need for intentional digital literacy instruction. Recommendations:

• Balance screen time by integrating purposeful device use alongside non-digital tasks.

• Teach navigation skills for online testing environments to ensure results reflect true knowledge, not technical hurdles.

6. Consumption Over Creation

In many classrooms, tech use is passive—watching videos, filling digital worksheets—while students’ outside-school tech use is often highly creative. Recommendations:

• Incorporate tools like Canva, Bookcreator, and Adobe Express to foster original student products.

• Encourage multimedia projects such as podcasts, tutorials, animations, and digital storytelling.

• Design assignments that tap into students’ creativity while demonstrating learning.

Key Takeaways for Educators

• Purpose before platform: Select technology that enhances, not overshadows, instructional goals.

• Professional learning is essential: Teachers need training, time, and ongoing support to integrate tech meaningfully.

• Collaboration is critical: Cross-role teams should guide purchasing and vetting decisions.

• Digital literacy matters: Students must be explicitly taught to navigate digital tools for learning and assessment.

• Creation drives engagement: Balance consumption with opportunities for students to produce original work.

By addressing these six missteps, schools can move from reactive, tool-driven adoption toward a more intentional, sustainable, and equitable model of technology integration.

Original Article

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com