Tempering expectations for educational outcomes is recommended when integrating new digital learning tools in school systems.
During the 2026 MACo Summer Conference session, “I, Teacher…Education in the Virtual Age,” audience members learned about the ways technology and artificial intelligence are being integrated into school systems across Maryland as well as the pitfalls, safeguards, and benefits of new technology for learning.
Erin Senior from the Maryland State Department of Education spoke about policies and guidance that is provided to the local school systems as they integrate resources in the classroom. One major takeaway was that the activity of the student using a tool must be active and not passive to provide an educational benefit. This point was also reiterated by Kimberly Roberson, Director of Technology Integration and Support for Prince George’s County Public Schools. She also went on to share how important it is for teachers to remain the center of the educational experience for students despite the use of tools for lesson preparation and student learning. She also pointed out that while younger grades are not using digital tools the way the older age groups are, technological literacy is still a part of their curriculum in preparing for using new programs and tools.
This exact sentiment was also shared by the third panelist, Michael Chrzan from the Center for Educational Data Science and Innovation at the University of Maryland College Park. His remarks also focused on the encouragement of teachers being one of the strongest indicators of student success. Additionally, he expressed that integrating new tools must be done with caution as well as tempering expectations for learning outcomes.
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