As I read Weller’s book, 25 Years of Ed Tech, I am reminded of the times in my classroom that a student wanted to use a new technology (typically an app) in order to create some learning fun in class for everyone. They would describe how other teachers would use the tech that they liked and subsequently I would usually try out the technology. (I like exploring new ways to make learning fun.) However, I often wondered what real benefit the technology was providing for students short of playtime or novelty and, in most cases, I could not detect any. Weller seems to touch on this topic as well investigating how new technologies are often touted as a solution to old problems, a way to engage students, or a way to change the face of education. But has learning really improved? Or, has it actually gotten worse? I could see that the students were very interested in the activities however; they did not seem to really retain the overall concepts particularly well. This intriguing concept was explored in Children’s and Adolescents’ Learning with Educational Technology, where the American Psychological Association cautions that high student engagement can be frequently mistaken for authentic learning. It explains how fun educational software and gamified learning apps can excel at keeping students engaged and entertained during the activities but that the learning involved is not well retained after the activity. Moreover the study suggests that the interactive interfaces are not equivalent to deep conceptual understanding. (American Psychological Association, 2026)
The concept of the ‘year zero’ mentality explored in Weller’s book is interesting because it shows how people can become excited about what a new technology can do, even if existing technologies are similar and can provide similar experiences. It can lead schools to buy the latest ‘new’ or ‘innovative’ technology because it is the latest, rather than because it specifically improves learning. I suspect this is not necessarily a feature of technology in education but rather how people view new technologies in general. Regarding this, I think a clear example is the new wave of AI technology in company applications. At first there was an overwhelming air that this new technology would revolutionize the work place, but the reality seems to be playing out rather differently. In fact, many companies are looking to roll back their AI initiatives due to ineffectiveness. (Estrada, 2025)
References:
American Psychological Association. (2026). Children’s and adolescents’ learning with educational technology. https://www.apa.org/pubs/reports/children-adolescent-learning-educational-technolog
Estrada, S. (2025, August 18). MIT report: 95% of generative AI pilots at companies are failing. Fortune. https://fortune.com/2025/08/18/mit-report-95-percent-generative-ai-pilots-at-companies-failing-cfo/
Weller, M. (2020). 25 Years of Ed Tech. Athabasca University Press.
Footnote: ChatGPT was used to help locate relevant academic and news sources and serve as a brainstorming partner while I developed and organized my ideas. The opinions, analysis, and conclusions expressed in this reflection are my own.
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