Beech Tree News Network

There is no question that technology has transformed nearly every aspect of our lives. It has changed the way we communicate, conduct business, and access information. Education has been no exception. Over the last decade, and especially following COVID, schools across Kentucky have increasingly shifted toward digital instruction, one-to-one devices, online learning platforms, online testing, and the newest ed-tech tool of instructional generative AI.

Technology has opened doors in many ways, but it has also raised an important question: Have we allowed technology to become a substitute for learning rather than simply a tool to support it?

That question was at the center of Monday's meeting of the Interim Joint Committee on Education, where lawmakers heard testimony from researchers, educators, and Kentucky school leaders about the growing role of screen time in our classrooms. Among those testifying were neuroscientist Dr. Jared Horvath, author of The Digital Delusion, and Emily Cherkin, nationally recognized as The Screen Time Consultant. Together with Kentucky educators, they challenged lawmakers to consider whether technology is enhancing learning or replacing the proven instructional practices that help students succeed. 

One message came through loud and clear: children learn best through human interaction. Reading with physical books, writing by hand, engaging in classroom discussion, collaborating with classmates, and learning directly from teachers remain some of the most effective ways to build lasting knowledge and critical thinking skills. Experts who testified pointed to growing concerns that an overreliance on digital instruction may come at the expense of comprehension, attention, and retention of learning, while emphasizing that technology education and technology-based instruction are not the same thing. Now, with decades of increased technology use in classrooms, our presenters testified to decades of available data that reveal inefficiencies in students' results.

Perhaps even more compelling was what we heard from Kentucky educators themselves.

Leaders from Fleming County Schools shared that many of their own students, teachers and families have been asking for less screen time and more authentic learning opportunities. They want meaningful classroom discussions, hands-on experiences, fewer technology-driven assessments, and lessons that connect to the real world. Their district has begun responding by placing reasonable limits on instructional screen time, returning physical textbooks to classrooms, and emphasizing face-to-face learning. They also shared that after implementing a cell phone-free school day, students were once again talking with one another during lunch instead of staring silently at their phones.

As both a legislator and a parent, I find those stories encouraging.

For years, we've measured educational success by how quickly we could place another device into a student's hands. Maybe it's time we start measuring success by something more meaningful: whether students are reading proficiently, thinking critically, communicating effectively, and developing the skills they need to succeed in life.

That philosophy guided my efforts to restore cursive instruction in Kentucky schools. Some questioned whether cursive still mattered in a digital age. I believe it does. Writing by hand strengthens literacy, reinforces learning, and helps students engage more deeply with what they read and write. These foundational skills remain just as valuable today as they were for previous generations. That same belief also inspired Senate Bill 318. The legislation wasn't intended to eliminate technology from Kentucky classrooms. It was meant to begin a much-needed conversation about ensuring technology strengthens learning without replacing the proven foundations of education: books, handwriting, direct teacher instruction, and hands-on learning. I intend to continue that conversation during the next legislative session. None of this means we should abandon technology. Far from it.

Kentucky students should graduate prepared for careers in engineering, manufacturing, healthcare, agriculture, computer science, and countless other fields where digital skills are essential. They should understand artificial intelligence, cybersecurity, and responsible digital citizenship. But there is an important distinction between teaching students about technology and expecting technology to do the teaching for us. Technology should be a powerful classroom tool, but it should never become the classroom itself 

Our teachers deserve the flexibility to use the methods that best serve their students, not feel pressured to rely on a screen simply because it's available. Parents deserve confidence that classroom decisions are driven by what helps children learn, not by what is newest or most convenient. And students deserve classrooms where curiosity, conversation, creativity, and critical thinking remain at the heart of every lesson.

Kentucky has always been willing to lead difficult conversations about education. As we continue that work, we should be guided by a simple principle: every decision we make should strengthen learning, not simply modernize it.

The future of great education will always depend on excellent teachers, engaged students, supportive parents, and classrooms built around human connection. If we keep those priorities first, we will prepare Kentucky's children not only for tomorrow's careers, but for lives of lifelong learning, informed citizenship, and meaningful success.

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Sen. Lindsey Tichenor, R-Smithfield, represents the 6th Senate District, including Oldham and Trimble Counties and part of Jefferson County. She serves on the Interim Joint Committees on Education; Health Services; Local Government; State Government; and Veterans, Military Affairs, and Public Protection. She is also a member of the Commission on Race and Access to Opportunity and the Education Assessment and Accountability Review Subcommittee. Additionally, she is a liaison member of the Budget Review Subcommittee on Health and Family Services.