Written by VSTE Professional Services member Barbara Valenzuela 

A new report from the American Psychological Association invites educators to look beyond what technology can do and consider what students actually need to learn.

Technology can generate an answer, personalize an activity, capture a student’s attention, collect data, or replace a task that once required human interaction. But the ability to do something does not automatically mean that it belongs in a learning experience.

A tool may help a student complete an assignment more quickly—but did the student develop the intended skill? An app may keep students highly engaged—but does that engagement continue after they leave the platform? Technology may replace a conversation, a productive struggle, or time spent thinking independently—but should it?

These questions are at the center of a new resource from the American Psychological Association. Published in September 2026, Children’s and Adolescents’ Learning With Educational Technology examines what research tells us about when educational technology supports learning, when it does not, and what educators should consider before deciding to use it.

Capability Is Not the Same as Educational Value

The APA report emphasizes that educational technology is not inherently beneficial or harmful. Its value depends on what the tool asks students to do, how adults integrate it, the age and needs of the learner, and what the technology replaces.

This distinction matters because technical performance can be mistaken for learning. A student may produce a stronger answer with an AI chatbot, score points in an engaging app, or complete more activities on a digital platform without developing understanding that transfers beyond the tool.

Among its recommendations, the report encourages educators and school leaders to:

Begin with clearly defined learning goals and outcomes.

Evaluate learning rather than relying only on engagement or enjoyment.

Consider what a technology-supported activity is replacing.

Select tools grounded in research-based learning strategies.

Use generative AI with age-appropriate guidance and caution.

Preserve meaningful adult involvement and human relationships.

Protect student data and privacy.

Together, these recommendations reinforce the central message: what technology can accomplish tells us about its capabilities; whether it should be used depends on its educational purpose, evidence, and impact on learners.

A Timely Resource for Virginia Educators

The report also has a connection to the Commonwealth. One of its contributors is Daniel T. Willingham, professor of psychology at the University of Virginia and a researcher known for translating cognitive science into practical guidance for educators.

For Virginia teachers, coaches, and education leaders, the report offers a timely reminder that thoughtful technology integration begins with professional judgment. New features and emerging tools may create valuable opportunities, but innovation alone is not evidence of learning.

The report is especially relevant as schools consider increasingly powerful technologies, including generative AI. Rather than asking only whether a tool can make a task faster, easier, or more engaging, educators are encouraged to consider whether it supports the intended learning, meets students’ developmental needs, protects their information, and preserves the human relationships that help learning occur.

Before Saying Yes to the Next Tool

The next time a new platform, feature, or AI capability appears, its possibilities may be impressive. But possibility should begin a conversation—not end one.

Before adopting it, consider the learning goal, the available evidence, the students who will use it, the information it will collect, and the experience it may replace. Sometimes technology will offer a meaningful improvement. At other times, a simpler or more human approach may better serve learners.

That is the distinction at the heart of the title: technology’s ability to perform a task does not, by itself, justify its place in education.

Explore the APA’s complete report, recommendations, and downloadable resource: Children’s and Adolescents’ Learning With Educational Technology.

The better question is not simply, “Can technology do this?” It is “Should it—and what will students gain from it?”