When tech is intentional, it empowers students and transforms teaching.
GUEST COLUMN | by Juliana Finegan
Technology in the classroom can be either a distraction or a doorway. The difference isn’t in the device—it’s in the intention. When thoughtfully integrated, edtech doesn’t just digitize what’s always been done; it shifts how teachers teach, how students learn, and the overall learning experience.
‘When thoughtfully integrated, edtech doesn’t just digitize what’s always been done; it shifts how teachers teach, how students learn, and the overall learning experience.’
The Active Engagement Advantage
There’s a world of difference between students watching learning happen and students doing the learning themselves. Passive engagement—listening to a lecture, clicking through a slideshow—may look orderly, but it rarely produces deep understanding.
Active engagement invites students to question, create, collaborate, and teach their peers. The moment students shift from passive listeners to active participants, retention and mastery surge, a trend seen across subjects and grade levels. In classrooms where students share their screens to model thinking, collaborate in real time, or respond instantly to polls, the learning process becomes more inclusive, giving every student a voice and a stake in the outcome.
FAST FACTS
- 85% of teachers say active student engagement is a top driver of classroom success.
- Teachers who actively engage students report higher confidence in their own teaching effectiveness.
- Educators using strategic tech tools show the highest self-efficacy in motivating learners and helping them value learning.
Tech as a Catalyst for Equity and Access
The best technology doesn’t just make lessons more interactive; it makes learning more accessible. Aligned with the Universal Design for Learning (UDL) framework, technology can:
- Engage learners through multiple pathways, lowering participation barriers for students who may be hesitant to speak in front of the class.
- Represent content in varied, customizable formats—streamed to student devices for annotation, interaction, or personalization.
- Empower expression by letting students demonstrate learning in multiple formats, from live demonstrations to multimedia projects.
These shifts matter. When every student can see the content clearly, access it in a way that works for them, and share their own work with equal ease, the playing field levels—and expectations rise for all.
Teaching Without Walls
Strategic technology use opens possibilities that weren’t feasible even a few years ago:
- Front-row access from anywhere – Stream live lessons, demonstrations, or guest speakers directly to a student device, ensuring clarity, accessibility, and inclusion for all learners.
- Real-time collaboration – Facilitate instant peer feedback and collective problem-solving through shared documents, virtual whiteboards, and co-created projects.
- Student-led instruction – Empower students to wirelessly share their ideas with the whole class, model solutions, and lead discussions—building confidence, communication skills, and a true sense of ownership over their learning.
In one international survey of over 1,700 educators, a clear pattern emerged: teachers who felt they could engage students actively also felt more successful in their work. Engagement, in other words, fuels both student outcomes and teacher confidence.
As one high school teacher explained:
“If everyone in the class is involved and contributing in a positive way, that’s success to me. It’s engagement that drives focus and learning.”
Why Leaders Should Pay Attention
For district and school leaders, the opportunity is clear. Technology, when used with purpose, can simultaneously:
- Increase active participation
- Support more inclusive learning
- Strengthen teacher–student relationships
- Enable high-quality, flexible instruction
When these pieces come together, the result isn’t just better lessons—it’s a stronger, more connected learning community where every student has the tools and opportunities to thrive.
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NOTES
- CAST. (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/
- Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- The Learning Accelerator (with support by Vivi). (2025). Four Key Drivers to Teachers Feeling Successful: An International Study of Teachers’ Perceptions of Success.
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Juliana Finegan, VP of Educator Experience at Vivi, is a former Title 1 teacher, TFA alum, and nonprofit leader with 20 years in education. She specializes in blended learning, professional development, and equity-driven edtech, helping schools and districts create more engaging, inclusive learning experiences. Connect with Juliana on LinkedIn.
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