Over the past fifty years or more, technology has become increasingly sophisticated and utilized in a wider variety of ways. This is especially true in the field of education. From the mid-1400s through the 1800s, students utilized horn books (Clifton, 1904); in the 1800s, they used chalkboards; and today, they type or speak into tablets or computers. According to many in the education and technology sectors, the technology revolution has been a panacea for students worldwide. Internet access has altered not only how we learn but also what we are able to learn. There are currently an abundance of digital devices, open learning platforms, and online institutions. Nonetheless, I think that digital technologies have progressed so rapidly and become so pervasive that we are getting overrun and overwhelmed. In elementary and secondary schools in our province and across the nation, I anticipate a shift away from the intensive use of technological media. We will emphasize the value and necessity of face-to-face communication over media use, the use of technology as a supplement to learning rather than as a medium that must replace learning, and a “back to basics” academic movement. Reflecting on past pedagogy and contemporary concessions will be more important than analyzing and implementing rising digital trends in our classrooms.<\/p>\n\n\n\n
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