In a move that could reverberate through classrooms across the state, Oklahoma's lawmakers are reevaluating the role of technology and artificial intelligence in education. Senator Ally Seifried and Representative Chad Caldwell convened an interim study on Tuesday, joined by educators and experts, to dig into whether screen time is supporting or suppressing the learning process, especially in the light of a new "bell to bell" cellphone prohibition for the upcoming school year, according to the Oklahoma Senate.
The study, which took place before the Senate Technology and Telecommunications Committee, scrutinized the impact of digital tools on education. Participants had to seriously consider how these technologies are changing the classroom dynamic. According to a study presented by Dan Buck from the American Enterprise Institute, an overwhelming number of students — roughly 55% — are spending up to four hours a day on school-issued devices, and an additional 27% are exceeding five hours, as per the Oklahoma Senate.
Senator Seifried questioned the concrete benefits technology brings to learning. "Technology can be a helpful tool for teachers who have already mastered their craft and can use it to optimize instruction," she stated. "But as a primary teaching tool, it should be used with caution." Seifried pointed out, according to the insights gained in the study, if technology isn't delivering tangible learning outcomes, funds might be better allocated to "resources we know directly help kids succeed," as stated by the Oklahoma Senate.
Representative Caldwell reinforced this sentiment, highlighting that technology should augment, not overshadow, traditional methods known for building crucial academic skills. "With cell phones out of the classroom, it’s time to take a closer look at how other forms of technology are affecting our students," said Caldwell. He emphasized that schools should use technology responsibly, especially now that phones have been ruled out of the equation. Creating that balance between traditional education and new-age digital tools, as reported by the Oklahoma Senate.
Adding a neurological perspective to the discussion, Dr. Jared Cooney Horvath drew comparisons with learning other skills. "Students who first master the harder, foundational work — handwriting, mental math, focused reading — build the cognitive strength to adapt and transfer skills in any setting," he said, as noted by the Oklahoma Senate. Horvath cautioned against relying too heavily on digital devices from the start of a student's education, as it could lead to a deficit in critical skill development.
