Cuban’s (1993) argument that technology often adapts to the classroom, rather than transforming it, offers an interesting contrast to many of the more forward‑looking readings in this course. In general education classrooms, I do see this happening. Many teachers are limited by time, curriculum demands, and access to resources, which means technology is often used in ways that fit existing practices rather than fundamentally changing them.
However, my experience as a multimedia teacher feels somewhat different. Technology is central to what I teach, and it often directly shapes the learning opportunities I provide. Students are naturally curious about new tools, and I actively try to introduce emerging technologies such as drawing tablets, digital cameras, and evolving software programs. In this sense, technology does influence my classroom more directly than Cuban’s argument might suggest.
At the same time, I can also see where Cuban’s perspective still applies. The introduction of AI has made tasks faster and more efficient, but I have noticed that it can reduce the depth and quality of student learning when it is overused. Some students have even questioned whether learning coding languages like JavaScript or HTML is still necessary. These conversations highlight the tension between efficiency and meaningful learning. While technology expands possibilities, it does not automatically improve learning outcomes.
Across other classrooms, I see less transformation and more reinforcement of existing practices, with some students relying on AI to complete work without engaging in deeper thinking. This reinforces Cuban’s idea that technology alone does not drive meaningful change—teaching practices still matter.
Where I find myself now is somewhere in between Cuban’s perspective and the more optimistic views presented in other readings. Technology, particularly AI, is clearly having a significant impact on education. However, its effectiveness depends on how it is used. In my classroom, I see a responsibility to teach students how to use AI as a tool for learning, rather than as a shortcut that replaces critical and creative thinking. This balance reflects the idea that while technology can influence education, it is still the role of the teacher to shape how that influence supports meaningful learning.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Cuban, L. (1993). Computers meet classroom: Classroom wins. Teachers College Press.