I first set my feet inside a classroom as a teacher back in 2003, teaching English as a foreign language. After almost a decade of in-class teaching, I transitioned to higher education, earned my PhD, and the journey continues today, though much more as a researcher.
Along the way, around 2011, I also started a blog focused on educational technology, which today you might know as Educators Technology. Through it, I explored tools, ideas, and the evolving role of technology in teaching and learning.
Now, sitting back and reflecting on this long experience of teaching and technology integration, I thought it would be meaningful to put together a list of things, let’s just call them lessons for lack of a better word that I have picked up along the way. These are not hard facts backed by formal research. They are personal, subjective insights born out of observation and experience. Feel free to agree, disagree, or even add your own.
Lessons I learned from 15 Years in EdTech
My professional journey started in Morocco and later continued in Canada, and I think it is important to mention that context does shape the way some of these lessons were formed. You might have different observations depending on where you teach.
That said, many of the remarks I share here, especially those related to educators’ use of technology, are broader and come from working with teachers from all around the world through my EdTech work.
1. Young Teachers Embrace Tech Faster
From my own experience as a teacher and educator who has worked with teachers from different countries and backgrounds, I noticed a clear pattern. Newer teachers, especially those early in their careers, tend to be much more open to trying out new technologies.
I think it is partly because they grew up surrounded by tech, so experimenting with emerging tools feels natural to them. They are often quicker to dive in, test things out, and even take risks that others might hesitate to take.
Older teachers, and here I mean those from an earlier generation of educators, tend to approach technology a little more cautiously. It is not that they reject tech or fear it, but rather that they are more prudent. They usually want to see whether a tool really adds value before investing time and energy into it.
Mobile Technology Is Still Underused
From what I have seen over the years working with teachers from many different settings, mobile technology remains the least used in education. While computers and laptops have become standard tools in most classrooms, the use of smartphones and even tablets like iPads has not gained the same traction.
I think part of it has to do with concerns around distraction and classroom management. Many teachers still feel more comfortable sticking to traditional computers where they have tighter control over what students are doing. Mobile devices offer a lot of potential, but the mindset around them in education is still cautious, and I do not see that changing very quickly.
Professional Development for Technology Is Lacking
One of the biggest gaps I keep noticing is in professional development for technology. Most teachers, even the ones eager to use new tools, are often left to figure things out on their own. Formal training is rare, and when it does happen, it is usually basic or one-off sessions that barely scratch the surface.
Schools and districts are not doing enough to support teachers in this area. They often expect teachers to integrate technology meaningfully without giving them the time, resources, or sustained support to actually learn how to do it well. I argue that without serious investment in tech-focused professional development, a lot of the potential of EdTech (and now AI) will continue to be wasted.
School Tech Infrastructure Is Still Outdated
From what I have observed working across different schools and systems, a lot of the tech infrastructure we have in place is still outdated. Many schools are running on old networks, using aging devices, and struggling with basic connectivity issues. It is hard to talk about embracing innovative technology when the basic tools barely support daily teaching needs.
This gap between what is possible and what is available creates real frustration for teachers. Even the most motivated educator cannot do much if the Wi-Fi keeps dropping or the computers crash during lessons. I believe that for EdTech to truly move forward, serious investment in modern infrastructure has to be a priority, not an afterthought.
A Gap Between Teacher Education and Classroom Reality
Another thing I have noticed, both from my own experience and from working closely with many educators, is the disconnect between what teachers learn during their education and what they actually face in real classrooms.
Teacher education programs often do a good job covering established theoretical and pedagogical frameworks. The problem is that these insights are not always presented in ways that feel relevant or actionable once you are standing in front of a real group of students.
I argue that this gap leaves many new teachers feeling unprepared. They know the theories, they can name the models, but when it comes to dealing with the everyday messiness of teaching, the link between theory and practice often feels thin. Teacher education needs to find better ways to bridge this divide.
Struggling to Connect Technology with Pedagogy
Many teachers are still struggling to frame their use of technology within a solid pedagogical or theoretical foundation. It is one thing to bring a new app or platform into the classroom, but it is another thing entirely to align that use with sound teaching principles and educational theories.
This is not because teachers do not care about good pedagogy. It is because most of the professional development around technology (scares as it is) focuses on the “how-to” and not enough on the “why.” I believe if we want technology to truly enhance learning, we need to help teachers connect tech use to deeper teaching goals, not just surface-level engagement.
Technology Use Still Stuck at the Lower Levels
Related to the previous point is the my observation that many teachers are still using technology at the very first levels of the SAMR model, mostly at the substitution or augmentation stages.
In other words, they are using tech tools to replace traditional tasks without really transforming the learning experience. A worksheet becomes a Google Doc, a quiz becomes an online form, but the core of the activity remains the same.
I think this is understandable to some extent, especially when you consider the lack of support and training teachers often receive. But if we want to tap into the real power of educational technology, we need to move beyond just making things digital. We need to aim for meaningful modification and redefinition of learning tasks, where technology opens up possibilities that were not even imaginable before.
The Digital Divide Remains, and Now There Is an AI Divide Too
Despite all the efforts and conversations over the years, the digital divide is still very much with us. Students from underprivileged backgrounds are still finding it hard to access reliable devices, strong internet connections, and the kinds of opportunities that digital technology can offer.
And now, we are starting to see the same thing happen with AI. Students who do not have easy access to new AI tools, or who are not being taught how to use them properly, are at risk of falling even further behind. I think if we are serious about equity in education, we have to stop treating access to technology, and now access to AI, as an optional bonus. It is a necessity.
Students Are Miles Ahead of Us in Technology
From what I have seen time and time again, our students outpace us when it comes to using and embracing technology. Whether it is EdTech tools or now AI platforms, they are often miles ahead, picking up new technologies faster and figuring out creative uses long before we even hear about them.
I think this reality can feel overwhelming for many teachers but it should be seen as an opportunity rather than a threat. Instead of trying to control or limit their tech use out of fear, we should find ways to tap into their skills, curiosity, and instincts. They can teach us a lot if we are willing to listen and learn alongside them.
Fear, Doubt, and Uncertainty Shape Teachers’ Reactions to New Tech
Fear, doubt, and uncertainty have always played a big role in how teachers react to new technologies. Every time a major shift happens in EdTech, you can almost predict the pattern: excitement from a few, hesitation from many, and outright resistance from some. I have seen it happen with mobile learning, with digital assessment tools, and now we are seeing it again with AI.
These reactions are completely understandable. Teaching is already a high-pressure profession, and every new tool or platform feels like something else you have to master overnight. I think instead of criticizing teachers for being cautious, we need to recognize these emotions, give them space, and offer support that builds real confidence rather than just pushing adoption for its own sake.
The Ecological Impact of Technology Is Often Overlooked
One thing I have noticed over the years is that the ecological cost of technology rarely comes up in EdTech discussions. Most of the focus is usually on how technology can improve learning, save time, or make education more engaging. Very little is said about the environmental footprint all this digital expansion leaves behind.
This is a serious blind spot. The production, use, and disposal of devices, and now the massive energy demands of AI systems, have real ecological consequences. I argue that as educators and decision-makers, we need to start factoring sustainability into our conversations about technology in education.
Conclusion
I know some of the points I mentioned above will probably raise questions or even disagreement, and that’s totally fine. In fact, I think we need to stretch the debate around EdTech and push beyond the usual talking points. That’s how we grow as educators, as researchers, and as a community.
As I mentioned earlier, these lessons are drawn from my own personal journey. They are shaped by the places I’ve worked, the people I’ve worked with, and the time I’ve spent thinking about the intersection of teaching and technology. They are not meant to be definitive, but I hope they resonate with some of you or at least spark a few new thoughts.
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