Digital Literacy & Our Digital Ecology
Modern Learning Powered by Technology...
A new era in schooling...
Digital Literacy in the 21st Century!
Has your child crossed over?
For over two centuries, literacy meant the ability to read, write, and understand printed text. Books, newspapers, and formal schooling were the gateways to knowledge and opportunity. A child’s success depended on mastering the page.
But today, that page has become a screen.
We are in the midst of a profound shift—from traditional literacy to digital fluency. It’s not just about using devices; it’s about thinking, creating, and communicating in a world where information is interactive, visual, fast-paced, and often overwhelming. Digital literacy means knowing how to navigate online spaces, evaluate sources, collaborate across platforms, and express oneself clearly through multimedia—not just pen and paper. The modern child is ready. They learn how to use a gadget before they can walk, talk of even feed themselves. Then School happens!!
These are not the clients of an analogue school... They are the connected generation!
As parents, the question isn’t just “Can my digital child read and write”? The 21st Century question is: “Can they think, learn, create, connect and lead in a digital world?”
If they are in an analogue regular school, they definitely can’t!
At Intaspordia we have crossed over. Because the future doesn’t wait at the bookshelf—it’s already streaming, scrolling, and coding ahead.
If you don’t want your child to continue missing our, it is time to consider Intaspordia.
Introducing the Intaspordia Digital Learning Spaces...
Modern Learning Powered by Technology!
We have flipped the analogue classroom giving your child a very different and modern learning experience...powered by technology!
Hover on image to flip…
The Analogue Classroom
Intaspordia Digital Learning Spaces
Does you child know that laptops and tablets are learning tools?
Sadly, schools’ inability to adopt Ed-Tech have left the average child believing that laptops, tablets and phones are for “games”. At Intaspordia, our learners quickly learn the power of these tools for learning. It is a realization we build on knowing that it is the power to change themselves and the world, but more importantly, the power that decides who is left behind in the 21st Century.
Bring your child to join their peer digital natives at Intaspordia
Like our Intaspordia learners, your child is a digital native. They were born into a world where digital technology is not an add-on but a foundation. Unlike older generations who had to learn to use devices and navigate the internet, your child has never known a world without smartphones, touchscreens, streaming, or instant access to information. Technology is not a tool they adopt—it’s part of how they experience, understand, and interact with the world. Just as fish don’t notice water, your child may not even realize how deeply digital their environment is, because it’s simply the world they’ve always lived in. At Intaspordia, we believe there is not greater learning disservice than to make digital natives analogue learners!
At Intaspordia, Digital Learning tools are compulsory
It is absurd that our compulsory policy on digital learning gadgets even needs to be explained! We believe, VERY STRONGLY that forcing digital natives into analogue classrooms is not just outdated—it’s unconscionable. These learners were born into a world defined by interactivity, immediacy, and limitless access to information, yet we ask them to thrive in environments that ignore the very tools that shape their thinking. Expecting them to engage in an analogue classroom not only stifles their potential but actively disconnects them from how they naturally learn, create, and solve problems. In a world racing forward, anchoring children to the past does more than hold them back—it denies them the right to an education that speaks their language. But NOT at Intaspordia!
Our Digital Learning Philosophy
These are the philosophical and pedagogical anchors of the Digital Ecology at Intaspordia. Together, these statements clarify that Intaspordia’s Digital Learning Policy is not driven by devices, platforms, or the language of innovation for its own sake. It is grounded in a deliberate commitment to ecological alignment, developmental responsibility, and the formation of human beings fit for a digital world. The policy itself exists not to persuade, but to give operational expression to a philosophy that is already settled—one that shapes how learning is designed, how roles are defined, and how children are prepared to think, act, and grow within the digital reality they already inhabit.
Digital learning at Intaspordia is a developmental requirement, not an instructional option.
Children are inducted into digital cognition as a core mode of thinking, not trained to use tools as an add-on. If there is a “beneficial way” and a “non-beneficial way” of using technology for leanirng, school is the place to learn.
Digital cognition is formed, not appended.
Learning outcomes are produced by ecology, not intention.
Student behavior, agency, and cognition emerge from the structures, pacing, roles, and feedback systems of the learning environment.
Design determines behavior.
The learning ecology must mirror the digital ontology children already inhabit.
Analogue pedagogical structures are incompatible with the cognitive demands of networked, adaptive, information-rich environments. We are not teaching Gen Alpha and subsequent generations how to use technology, they are digital natives. We are creating an environment that works with the digital cognitive architecture that is already in play from the digital ontology they inhabit from birth and prior to school.
The ecology must reflect the ontology.
Technology exists to carry content, pace, and feedback; teachers exist to carry judgment, relationships, and culture.
Role clarity is essential for coherence in a digital learning system. The transformation of the teacher role is a key and non-negotiable re-alignment in the Intaspordia digital learning ecology.
Tools scale learning; teachers anchor meaning.
Substitution, not hybridity, governs effective digital learning.
Partial adoption of digital tools “integrating” wiht analogue control structures produces cognitive noise and pedagogical failure. We are not “integrating” technology into pedagogy. We are transforming analogue ecologies and substituting for technology NOT integrating.
Transformation requires replacement, not integration.
Mastery, not coverage, is the organizing principle of learning progression.
Time is variable; learning is non-negotiable. We don’t ask, “How much time has been spent?” We ask, “Has learning been achieved?”
Time bends to learning, not the reverse.
Learner agency is the primary indicator of a functioning digital ecology.
Self-pacing, self-correction, and sustained engagement are both the method (the means through which learning occurs) and the outcome (the evidence that it is working.)
Agency is the evidence.
Recommended Digital Learning Gadget
Often times, parents don’t know what kind of a learning device is suitable for their children. While any functional device will do, we recommend the NEC VersaPro x360. It is particularly versatile for learning purposes at all levels from Pre-School to Junior High and fairly priced. It has the following specs: Laptop specs:
- Model: NEC VersaPro x360
- Processor: Intel 11th Gen Celeron
- RAM: 4GB
- Storage: 64GB SSD
- Display: 11.6” HD Touchscreen – intuitive and interactive
- Design: 360° Convertible
- Battery: Long-lasting power for all-day use
It is available online from Ksh. 8,000 – Ksh. 15,000 depending on your source.
Kindly note this is a specs and price guide recommendation and NOT a prescription. A functional device of your choice is equally acceptable.
User beware! Wrong deployment of Ed-Tech in the Classroom
You have been warned!
Not all classroom technology is true Ed-Tech. Tools like PowerPoint, Zoom, or even digital whiteboards may look modern, but they often serve the same old teacher-centered methods in a shinier package. These tools extend traditional, teacher-centered one-way instruction rather than transforming how children learn. Real Ed-Tech empowers students to think, create, collaborate, and explore—putting them at the center of their own learning journey. If technology doesn’t give your child agency, adaptability, or digital fluency, then it’s just a digital chalkboard. PowerPoint, Zoom and Whiteboards are not student-centered Educational Technology and they don’t teach your child digital literacy skills.
Misguided Deployment of ed-Tech
- Misguided Ed-tech deployment reinforces traditional analogue roles for both teachers and students.
- Instead of promoting dynamic, student-centered learning, such deployment simply acts as a “high-tech chalkboard.”
- Teachers become mere content broadcasters. They are “the sage on the stage” projecting “knowledge” in static presentations or digitizing worksheets without adding interactive value.
- This approach keeps students in a passive, consumer role, similar to traditional note-takers, rather than active participants.
- Rule of thumb: If it does not remove the teacher from the center of the leaning process and transform learner experience, IT IS NOT ED-TECH!
Bonus Lesson...
If it doesn't transform learning, it is not Ed-Tech!
This lesson critically examines the prevalent misconception that simply introducing technology like interactive whiteboards or projectors into classrooms equates to modern education. It argues that if these tools merely embellish traditional, teacher-centered instruction, where students remain passive recipients of information, then the technology is largely cosmetic and fails to genuinely transform the learning experience. True educational technology, the lesson emphasizes, is learner-centered, empowering students to actively participate, engendering critical thinking, creativity, collaboration, and communication (the 4Cs), and truly personalize their learning journeys. True Ed-Tech ultimately prepares learners to be active creators in the 21st century rather than just consumers of information.
Appropriate Deployment of Ed-Tech for Digital Literacy
At Intaspordia, we are aware of the misguided use of technology in the classroom masquerading as Ed-Tech. Our deployment is therefore different since we appreciate that appropriate Ed-tech deployment must TRANSFORM the learning space into a dynamic, student-centered learning environment.
- Teacher Roles Shift:
- From “sage on the stage” to “guide on the side”: Teachers guide inquiry, provide personalized digital feedback, and curate tailored digital resources.
- From Content Deliverer to Experience Designer: They craft engaging, interactive digital activities promoting higher-order thinking and student choice.
- From Sole Expert to Collaborator/Co-Learner: Teachers participate in digital projects, model digital citizenship, and continuously learn alongside students.
- From Grader to Dynamic Assessor: They use digital tools for real-time formative assessment and data-driven differentiation.
- Learner Roles Transform:
- From Passive Recipient to Active Creator/Producer: Students use digital tools to build multimedia projects, simulations, and original content.
- From Individual Worker to Collaborator/Communicator: They work in digital teams, communicate effectively online, and engage in constructive discussions.
- From Note-Taker to Critical Thinker/Problem-Solver: Students critically evaluate digital information, conduct research, and apply computational thinking.
- From Rule-Follower to Self-Directed/Autonomous: They take ownership of learning, manage digital resources, and explore independently.
- From Consumer to Digitally Literate Citizen: Students develop online safety skills, information literacy, and adaptability to new technologies.
- Remember rule of the thumb: If it does not remove the teacher from the center of the leaning process and transform learner experience, IT IS NOT ED-TECH!
What is digital literacy?
Digital literacy is more than just knowing how to use a tablet or open an app. It’s the ability to think, create, explore, and communicate confidently in the digital world. It means your child understands not just how to use technology, but how to learn with it—how to research, analyze, collaborate, and express ideas using the digital tools that now shape every corner of modern life.
...and why should you care?
Because the world your child is growing up in demands more than handwriting and textbooks. It demands the ability to navigate complex information, to communicate in digital spaces, to solve problems creatively, and to adapt quickly in fast-changing environments. These are not future skills—they are now skills. A child without digital literacy will be left decoding a world that’s already moved on.
Giving your child digital literacy is like teaching them to swim in a world made of water. It’s not a luxury or a bonus skill—it’s the foundation for learning, working, and thriving in the 21st century.
Digital Literacy Skills
What your child needs in the 21st Century...
Digital literacy skills refer to your child’s ability to confidently and responsibly navigate, understand, and engage with digital environments. It’s not just about using devices, but about thinking critically, communicating effectively, and making informed choices in the digital world. These skills empower your child to learn, create, and participate meaningfully in a society where technology is woven into nearly every aspect of life. At Intaspordia we embrace several digital literacy skills that include:
Digital Navigation and Platform Fluency
The ability to confidently navigate learning platforms, apps, and tools—knowing how to log in, find resources, submit assignments, and troubleshoot basic issues.
Online Communication and Collaboration
Learning to communicate respectfully and effectively in digital spaces—through chat, video, shared documents, and forums—while understanding the norms of digital teamwork.
Information Literacy
Knowing how to search for, identify, and evaluate credible information online, distinguishing between reliable sources and misinformation.
Digital Creativity
Using digital tools to create content—like presentations, videos, animations, code, or graphics—developing expressive and technical skills across formats.
Cyber Safety and Digital Citizenship
Understanding how to stay safe online, protect personal information, and interact responsibly and ethically in digital environments.
Self-Directed Learning and Digital Organization
Building habits of independent learning by managing digital tasks, tracking progress, setting goals, and using tools like calendars or learning dashboards to stay organized.
The Digital Experience in the Intaspordia Learning Space...
At Intaspordia we have not just digitized learning, we have transformed it into a more responsive, engaging, and student-centered experience. Using digital learning apps directly enhances a child’s learning experience in ways analogue methods cannot, to achieve the following:
Interactive and Multisensory Engagement
Apps offer our learners touch, movement, sound, animation, and interactive challenges that turn abstract concepts into concrete, memorable experiences—especially powerful for visual and kinesthetic learners.
Instant Feedback
Our children receive immediate responses to their actions—whether right or wrong—helping them correct mistakes in real time and reinforcing understanding when it’s most impactful.
Learner Autonomy & Personalized Learning
With digital tools, our learners can explore topics at their own pace, revisit lessons, and make choices about how they engage with material. Individualized learning journeys support both struggling and advanced learners more effectively than a one-size-fits-all approach.
Gamified learning
Unlike traditional methods, gamified apps tap into a child’s natural drive for play and achievement, turning practice and problem-solving into exciting missions rather than routine tasks. This approach not only sustains attention and curiosity but also builds perseverance, as our students are encouraged to try, fail, and try again in a low-pressure, rewarding environment.
Real-Time Progress Visibility
Means that our parents, teachers, and students can instantly see how a child is doing—what they’ve mastered, where they’re struggling, and how they’re progressing day by day.
Access to Diverse Learning Styles
Digital apps offer multiple ways to learn the same concept—videos, games, quizzes, stories—allowing each of our children to engage with content in the way that suits them best, which analogue tools rarely provide.
Understand the Intaspordia difference
At Intaspordia, we are committed to appropriate deployment of Ed-Tech in the learning space to ensure your child is fully immersed in their digital world and masters digital literacy skills. To successfully deploy learner-centered educational technology (ed-tech) that promotes digital literacy—rather than merely reinforcing teacher-centered methods—the Intaspordia learning spaces meet a set of tech, methodological, and structural requirements that shift control and agency from the teacher to the learner. These requirements are:
Technological Requirements
Individual access to digital devices, the reason tablets and laptops are compulsory at Intaspordia.
Reliable high-speed internet connectivity
Use of learner-driven digital platforms and learning Apps
Deployment of an LMS
Methodological Requirements
Emphasis on inquiry-based and project-based learning
Student choice, voice, and agency in learning tasks
Integration of the 4Cs: critical thinking, creativity, collaboration, and communication in instructional planning
Teachers as facilitators and guides, not sole knowledge providers
Continuous, formative assessment enabled by tech tools
Structural Requirements
Flexible learning space layouts to support movement and group work
Curriculum time allocated for independent exploration and digital creation
Built-in opportunities for peer collaboration using tech
Training and support for teachers in learner-centered pedagogy
Integration of digital literacy and citizenship across subjects
These elements ensure that technology at Intaspordia empowers learners and transforms education, rather than reinforcing outdated teaching.
Ed-Tech beyond Gadgetry & Pageantry
At Intaspordia, we reject the superficial notion that educational technology is defined by devices, apps, or digital spectacle. Anyone can purchase hardware; what is rare is the capacity to redesign an entire learning ecology so that it mirrors the digital ontology shaping the modern child’s life. Our learning spaces—physical, social, pedagogical, and cognitive—are engineered to align with that ontology. Everything is intentional: the configuration of space, the redefined teacher role, the pacing architecture, the adaptive assessment flows, and the structure of tasks and collaboration. This is not technology inserted into an analogue classroom; it is a learning ecosystem built to reflect how digital minds actually think and learn.
Where conventional schools use gadgets as add-ons, we build a cognitive environment that cultivates digital fluency as a native mode of reasoning. Our students do not merely interact with technology; they acquire the cognitive architecture that allows them to explore, analyse, and solve problems in the networked, adaptive, and interactive world they already inhabit. Digital learning here is not performative innovation—it is a developmental necessity. Children entering the digital world without structured guidance risk developing fragmented, unsupported ways of navigating systems, networks, and interactive information. NOT at Intaspordia!
This is why our ecosystem ensures early, scaffolded, and equitable access to digital cognition. Our teachers, learning spaces, curriculum, and assessment systems operate as one integrated framework that enables every learner to internalise the logic of digital environments. At Intaspordia, children do not simply use technology; they learn to think digitally—deliberately, confidently, and fluently—preparing them not for the future, but for the world they are already living in.
Parental Myths About Digital Literacy & Learning
Every parent wants to make the right decision for their child. But in a world where digital fluency shapes opportunity, a few familiar beliefs quietly hold children back. At Intaspordia, we meet these concerns head-on—clearly, personally, and with the experience of an institution that knows what tomorrow demands. Here, we take time to respond to and clear a few myths that parents have about digital literacy and learnng that hold their children back.
Myth 1: “My child will catch up later with digital literacy.”
You want to believe this—because it’s comforting. But digital literacy isn’t something a child memorizes in a hurry. It is a cognitive architecture built slowly, through years of digital exploration, pattern recognition, and problem-solving.
When your child delays this exposure, they postpone the very neural networks that make complex digital thinking possible. Meanwhile, children in digital-first environments are strengthening these capacities daily. By the time your child tries to “catch up,” the gap is already structural. At Intaspordia, we start early because the world is not slowing down for late entrants—and neither should your child’s development.
Myth 2: “I don’t want my child on screens too early.”
You’re right to be cautious; passive time on random screens is harmful. But that is NOT digital learning.
At Intaspordia, your child engages with technology actively—creating, building, testing ideas, and exploring concepts through guided digital practice. The screen becomes a tool of thought, not entertainment. Avoiding structured digital environments does not protect your child; it only delays their readiness for a world where digital fluency is the baseline for learning, communication, and future work. Intentional exposure is not optional anymore. It is responsible parenting.
Myth 3: “Good foundations come from books and handwriting, not devices.”
Handwriting remains essential, in the CBC curriculum but not necessary in the digital environment. In this new digital space, your child must be able to read long text and interpret dashboards, write in a notebook and compose digitally, think linearly and navigate multimodal information. When children grow up fluent in both worlds, they gain flexibility, adaptability, and intellectual range. Limiting them to analogue medium in a world built on digital engagement weakens the very foundation you are trying to preserve.
Myth 4: “Technology will distract my child from real learning.”
Distraction comes from unstructured noise. Our digital ecosystem is the opposite: intentional, guided, and designed to sharpen attention.
Your child receives immediate feedback, revisits concepts at will, and interacts with ideas through structures that deepen comprehension instead of breaking focus. Poorly used technology scatters attention. Well-designed digital pedagogy strengthens it. The difference is in the design—and we have built ours deliberately.
Myth 5: “My child has picked digital literacy skills from playing with my phone or tablet.”
Casual use of a phone or tablet is not the same as guided digital learning. Your child may know how to tap, swipe, or watch videos—but those interactions do not develop problem-solving strategies, pattern recognition, or tool fluency. Digital literacy is not accidental. It requires intentional, structured practice where your child experiments, creates, and reflects on what they are doing. At Intaspordia, your child engages with technology in ways that turn basic familiarity into true fluency—skills they will carry into every subject, every project, and every stage of life.
Myth 6: “My child is fine. They have a computer lab in their school.”
This is not just a misconception. It is a carefully packaged illusion, perpetuated by schools to make parents feel secure while doing almost nothing to build real digital literacy. A computer lab is a trap disguised as progress. It fossilizes skills that should be alive, it turns living, adaptive intelligence into a rote exercise, and it gives parents the false comfort that their child is “prepared.”
Step inside most labs and you will see the truth: rows of children following identical instructions, clicking through software preloaded with tasks, monitored by an adult who is often no more digitally fluent than the students themselves. There is no exploration, no problem-solving, no creation. Your child may leave the lab able to repeat procedures—but repeatability is not fluency. It is mimicry.
This is insidious because it is deliberate. Schools know that parents associate “computer labs” with competence. They present it as evidence of modernity, of digital readiness, when in reality it does the opposite: it slows development, enforces passivity, and fossilizes thinking. A child raised on lab routines will struggle to adapt when technology is real, integrated, and unpredictable—because their mind has never been trained to inhabit it as a medium of thought.
At Intaspordia, we refuse to participate in this deception. Digital literacy is not an occasional lab session. It is embedded in every lesson, every project, every interaction. Your child does not touch technology—they live in it. They experiment, create, fail safely, revise, and iterate. That is how digital fluency is built. Anything less is a gimmick. Anything less is a lie.
Myth 7: “Teachers in my child’s school use projectors and smart boards.”
Do not be fooled. The presence of a projector or a smart board does not make a classroom digital. It is a cosmetic, teacher-centered illusion designed to make you feel that progress is happening. What you are seeing is traditional pedagogy dressed in digital clothes: the teacher talks, the students passively watch, and technology becomes a prop, not a tool for thought.
This is not learning. It is window-dressing. It is a performance meant to satisfy inspection, reports, or parental expectations—while the cognitive architecture of your child remains analogue, rigid, and unpracticed. Students sit and consume; they do not experiment, create, or navigate complexity. The technology exists to reinforce authority, not to expand thinking. It is official corruption of what digital learning should be. It adulterates the very concept it claims to deliver.
At Intaspordia, we reject this sham entirely. Digital tools are not for display. They are embedded in the thinking and problem-solving of your child. Every project, lesson, and inquiry uses technology to amplify curiosity, exploration, and independent reasoning. Your child is not watching, they are doing. They are not following instructions, they are creating. That is real digital learning—and anything less is a lie disguised as progress.
Why These Myths Matter
Every year spent in an analogue learning environment compounds the gap between children who are digitally fluent and those who are still finding their footing. The world your child is walking into—academically, socially, and professionally—demands digital confidence, adaptability, and cognitive versatility. These qualities are not built overnight.
At Intaspordia, we don’t wait for the future to arrive. We prepare your child to meet it.
What about Homework?
Every parent asks it at some point: So, what about homework? It’s a fair question — one rooted in years of habit. For decades, homework has been treated as proof of seriousness and structure in education. But the truth is, homework was never about learning — it was about compensating for time and access. It emerged from an era when learning happened only in class, on paper, and under supervision. Now that our classrooms are digital, interactive, and continuous, we have to ask whether homework still serves learning — or just tradition.
The Old Homework Problem
Traditional homework belonged to a world of chalkboards, textbooks, and time-bound lessons. In that world, teachers taught in school and children “revised” at home. But this model creates more anxiety than understanding. Parents become reluctant co-teachers, children associate home with correction rather than curiosity, and learning becomes an after-hours struggle.
In a tech-integrated ecosystem like Intaspordia’s, this model simply collapses. Our learning platforms personalize pace, content, and mode of engagement for each learner. That means your child’s progress continues naturally — not through extra work at home, but through adaptive continuity. When learning adjusts to the child, a standard homework sheet makes no pedagogical sense. It assumes a uniformity that no longer exists.
A New Kind of Home Learning
In our digital environment, learning flows seamlessly between school and home. It’s not carried home in a bag — it travels with the learner. Children explore new ideas, document discoveries, or continue adaptive challenges on the platform. Teachers can see this engagement in real time and respond to it in the next lesson.
This creates a calm, balanced rhythm at home. Parents are no longer supervisors but partners in curiosity. The home becomes a space of rest and exploration, not academic tension. Learning happens everywhere — quietly, continuously, and meaningfully — because it’s woven into the child’s digital ecosystem, not assigned as an external task.
At Intaspordia, we do not assign traditional homework. Our learners don’t take work home — they carry learning with them.
Through personalized digital pathways, each child’s learning extends naturally beyond the school day, without stress or supervision. What we once called “homework” has evolved into self-directed engagement — a reflection of curiosity, not compliance.
We believe the home should nurture conversation, creativity, and calm — the very conditions in which true learning deepens.
Your Ed-Tech Lessons
Here are selected Ed-Tech lessons form Prof. Wainaina’s vlog Your Five Minutes Teacher. These selections are for the curious and intellectually engaged parent who would like to explore salient and contemporary issues in pedagogy. We have selected vlogs that address issues relaevant to the pedagogical ecosystem you and your child will encounter at Intaspordia.
PPT is NOT Ed-Tech
Parents, be warned: if your child’s school is using PowerPoint slides and calling it educational technology, you’re being misled. A slideshow isn’t innovation—it’s the same old lecture, just with digital wallpaper. True ed-tech engages students, adapts to their needs, and transforms how they learn. Don’t settle for cosmetic upgrades; ask what your child is actually doing with technology. If it’s just clicking through slides, it’s not ed-tech—it’s missed opportunity.
Why your child loves gaming more than school-work
Many parents wonder why their child prefers video games to schoolwork—but the real issue is the analogue nature of schooling. Games offer connection, autonomy, and a clear sense of progress, while traditional classrooms often deny students control, personalization, and meaningful engagement. This lesson unpacks how outdated school structures push kids away from learning—and how educational technology can bring them back by meeting the same psychological needs that make gaming so irresistible.
Schools should stop lying - Zoom is not Ed-Tech.
Parents, don’t be fooled—if your child’s school is using Zoom and calling it educational technology, they are misleading you. Zoom is a video conferencing tool, not a Learning Management System (LMS), and pretending otherwise is a disservice to your child’s education. Just as banks wouldn’t use Zoom to manage your money, schools shouldn’t use it to manage learning. An LMS is designed to deliver structured, flexible, data-driven, and personalized education—Zoom simply can’t do that. If a school equates live video calls with real ed-tech, they haven’t embraced the future; they’re just dressing up the past with a webcam.
The mobile phone mounted on the wall
Many schools today boast of integrating technology, but you need to beware: much of what passes as educational technology is little more than digital window dressing. If your child is sent to a separate computer lab to “learn computers,” that’s not real tech integration—it’s a relic of the past, like mounting your smartphone on the wall to use it as an old “booth” phone. True educational technology means using digital tools within the classroom to support modern, student-centered, exploratory learning. It’s about digital literacy. When technology is used simply to project slides or reinforce outdated, teacher-led lessons, it doesn’t transform education—it reinforces the same old methods with new gadgets. As a parent, don’t be fooled by flashy devices. Ask whether technology is being used to build your child’s digital literacy—or if it’s just a mobile phone on the wall.