Why Laptops Alone Aren’t Boosting Kids’ Learning—And What Might

I’ve often been intrigued by the idea that if kids have the right tools, they can learn almost anything on their own—especially now that computers, smartphones, and the internet are practically everywhere. However, some research (like the OECD’s 2015 study on technology in classrooms) show that simply giving students laptops hasn’t dramatically improved their scores in most subjects. So while devices are more accessible than ever, the “supercharged” learning we expected still isn’t a reality.

A lot of people assume that because younger students grow up using tech, they’ll automatically benefit from it in the classroom. But in reality, many kids get devices without clear guidance on how best to use them for actual learning. Often, schools adopt a traditional, lecture-based approach and just sprinkle in some computer time, so students might not move from passive screen viewing to genuine exploration. This can leave tons of powerful educational resources underused or ignored.

It’s not that technology can’t help—it’s that we might need to rework our overall approach to teaching. Some educators lean on Montessori principles, with a big emphasis on independence, self-directed exploration, and teacher-as-mentor rather than lecturer. I’ve personally seen this work really well and wonder what it might look like if translated to the public school system.

Student-Centric Approach
Instead of forcing everyone to move at the same speed, digital “playlists” of tasks might let kids work at their own pace, with teachers helping where needed.
Project-Based Learning
Rather than sticking to a single textbook excerpt, students might explore a variety of digital archives, short documentary clips, or interactive timelines to dive deeper into a subject.
Responsibility and Independence
Creating digital presentations or coding simple apps can help kids solve real problems, which fosters creativity and problem-solving skills over memorization.

Bridging the Past and Future

Some people argue that without a solid grasp of global history, it’s tough to make informed decisions about the present. A tech-driven approach to historical events—like examining World War II from multiple countries’ perspectives—might give students immersive insights beyond memorizing names and dates. They could view interactive maps showing shifting alliances, read digitized letters from different regions, or compare those events to modern global relationships. The hope is that seeing real connections across time can make the learning more engaging and meaningful.

One emerging idea is using AI language models to help personalize each student’s learning experience. Imagine a chatbot that not only provides quick answers but also adapts to a child’s skill level, asking follow-up questions or suggesting next steps. The hope here is that AI could act like a one-on-one tutor—helping students in real-time when they struggle, flagging areas that need review, and even providing alternative explanations if something doesn’t click immediately. Of course, it’s all still evolving, but it’s a direction many find promising for making tech genuinely supportive rather than just an add-on.

Practical Improvements Schools Could Consider

Teacher Training on Tech-Enhanced Pedagogy
Schools could create workshops that go beyond basic device use, showing teachers how to fully integrate digital learning tools into lesson plans.
Access to Quality Resources
Instead of random apps, educators might select well-vetted tools that adapt to student progress and genuinely support learning goals.
Emphasize Curiosity and Autonomy
Students might stay more engaged if they choose topics that fascinate them. Teachers can provide structure, but kids can drive their own explorations.
Continuous Iteration
As with any new technology, schools might experiment, see what works, gather feedback, and keep refining their methods.

Looking Forward

The fact that laptops alone haven’t transformed learning may reflect how we’re using them rather than a failure of the technology itself. By making some changes—borrowing ideas from Montessori, weaving in global history, and exploring new tools like AI language models—there’s hope we can unlock more of technology’s potential. I’m not an educator myself but I have several close friends and family members that speak about these things often.

There are a lot of possibilities for educators, parents, and policymakers to explore. If we keep refining our methods and focusing on student-centered approaches, there’s a good chance we’ll see better outcomes.