By Scott Kinney
You likely remember the tale of Chicken Little. In a modern retelling I recently saw, an elementary school teacher reads an online post claiming the sky is falling. Alarmed, Chicken Little rushes to warn friends who respond, “If it’s on the internet, it must be true.” The story’s humorous outcome made me think about a recurring theme in education today: how we interpret online claims about technology and learning.
In recent months I’ve seen articles declaring that educational technology (EdTech) “failed” during the COVID-19 pandemic. I don’t deny the reality of learning loss or unfinished learning—data clearly show the pandemic disrupted K–12 education in serious ways despite heroic efforts by teachers and families. What I reject is the simplistic conclusion that EdTech was the cause of those problems or that it failed students outright. The truth is more nuanced: EdTech proved both powerful and limited when schools shifted to remote learning.
When COVID-19 forced classrooms to close, districts nationwide moved almost overnight to remote instruction. Initiatives that had taken years in some places—one-device-per-student programs and digital learning platforms—were accelerated into common practice. In weeks, 1:1 device models became the rule rather than the exception, allowing students to continue learning at home. The teams that built networks, deployed devices, and supported families deserve credit for enabling that continuity.
Still, no technology can fully substitute for the social supports, stable conditions, and classroom dynamics lost during the pandemic. Expecting EdTech to single-handedly address economic hardship, mental health challenges, and uneven home supports is unrealistic. Instead, the pandemic exposed where EdTech succeeds—and where it must improve to better support teachers and learners going forward.
Below are four practical areas where EdTech can evolve to better meet classroom needs and inform stronger, evidence-based practice.
Multimodality
Students learn in many ways. Integrating digital media into text-based curricula lets learners read, hear, see, and interact with concepts. Take photosynthesis: older methods relied on textbook passages and static diagrams. Today’s digital tools can combine animations, video demonstrations, podcasts, interactive simulations, and even virtual-reality gardens to show the process in motion. That multimodal approach reinforces understanding by presenting ideas across multiple sensory formats.
High-quality video is useful but not sufficient. EdTech should expand well-crafted e-books, interactive simulations, virtual field trips, infographics, and other media that engage diverse learners. Building a broad library of multimodal resources ensures students can access content in ways that match their needs and interests.
Centrality
Most people will stop using services that are fragmented and hard to access. I learned that firsthand with streaming platforms—separate logins and clumsy navigation kept me from using services until a single sign-on solution made access seamless. The same principle applies to EdTech.
During the pandemic, teachers were overwhelmed by an explosion of apps and platforms. EdTech providers can improve impact by offering centralized platforms and better interoperability—tools that bring resources, assessments, analytics, and curriculum supports into a single, easy-to-use environment. Centralized solutions reduce friction for educators and students, increasing the likelihood that digital tools will be used consistently and effectively.
Automaticity
We often talk about memorizing facts—like math facts or reading fluency—but what matters most is automaticity: speed, accuracy, and deep understanding that become reflexive. Technology’s adaptive features, accessibility settings, and gamified learning can help students build those automatic skills more effectively than many outdated rote practices.
EdTech should focus on engaging, scaffolded practice that measures what students know, shows progress, and pinpoints areas needing more practice. When designed around the science of learning, digital practice tools can accelerate skill development while keeping students motivated.
Relevance
As careers evolve rapidly, classrooms must connect learning to the real world. Technology makes that connection possible—through virtual field trips, behind-the-scenes tours, and career exploration experiences that show students how classroom concepts apply beyond school. At Discovery Education we prioritize resources that link curriculum to real-world contexts so students can see pathways to future careers and civic engagement.
EdTech companies should continually review content for relevance to students’ lives and futures, ensuring materials reflect current workplaces, scientific advances, and civic realities.
Discovery Education is applying lessons learned during the pandemic to improve products and services. I encourage colleagues across the industry to do the same—refine existing tools, build better interoperability, prioritize multimodal and evidence-based design, and focus on relevance. If we act now, we can ensure that the next time someone checks the internet for answers about EdTech, they’ll find a balanced, accurate view of its strengths and potential rather than a sensational headline.
About the author
Scott Kinney is CEO of Discovery Education and has spent more than 25 years supporting learner success in both public education and the private sector. Previously he served as Discovery Education’s President of K–12 Education and as Senior Vice President of Education Partnerships. He helped develop Discovery Education’s professional learning programs, the company’s master’s degree in instructional media, and the Discovery Educator Network.
Scott consults with education leaders and policymakers, has testified before Congress on the future of learning, and frequently speaks at education conferences. Before joining Discovery Education, he worked 15 years in public education at district and regional levels, taught at the university level, and served on numerous education advisory boards. He holds bachelor’s and master’s degrees from Bloomsburg University and lives in Charlotte, North Carolina.
This article originally ran in (ET) Magazine.