I was fascinated by David Dyke’s May 18 op-ed (“Stop and ask what technology is doing to Maine students”). As an elementary educator, I am often uneasy about the frequent use of one-to-one devices in our classrooms.

I have long thought that we are not asking ourselves enough questions about the long-term effects of technology on our learners and future thinkers. As he mentions, this use of technology is now ubiquitous and unquestioned, except in the context of mental health and attention spans.

In my book, these alone are enough to slam on the brakes. But in our complacent and even enthusiastic consent to student use of technology, we are perhaps missing something so much larger that we cannot even name yet. Who is asking the questions? I leave it to smarter minds to design the studies, but it’s essential to do the work. Why not start by examining the findings of other nations such as Sweden, which have begun to remove technology from the school setting. Why are they doing this, and what do they know?

I am happy to have heard from someone who is at least curious and bold enough to pose the question publicly. We should all do the same.

Martha Siegel
Albany Township