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Bangor parent urges return to textbooks, argues classroom tech is undermining learning
Summary
A Bangor parent told the School Committee that heavy classroom use of technology has reduced teachers' ability to read students and harmed outcomes, urging review of current EdTech and a return to textbooks; the comment included numerical claims the committee did not independently verify.
During public comment the meeting's first speaker (a Bangor High graduate and parent of two Fruit Street students) urged the committee to reconsider extensive classroom technology and to return to textbooks.
The resident said teachers previously adapted lessons through students' body language and facial expressions but now face rows of laptop backs and have no sightline into whether students are on task. The speaker cited broad literature claims — including a meta‑analysis figure and several time‑on‑task estimates — to argue that EdTech's average effect size was low and that students spend substantial time off task when working on devices. "Please bring back textbooks," the speaker said, urging the district to scrutinize current and proposed technologies for demonstrable evidence of learning benefits.
Chair thanked the speaker and committee members later referenced technology and device policy discussions during the meeting; the policies on electronic devices and student device use were taken up and approved at second reading later in the agenda.
The claims in the public comment reflect the speaker's interpretation of research; the committee did not provide independent verification during the meeting.
