What We Lost When Big Tech Took Over the Classroom

Billy Odell Tucker-Robinson Founder & Host — Banking With Billy Network • Intelligence Network • Data Science • AI Research • World News
Published: 2026-09-17T18:58:05.641Z • Permanent link

The Education Technology Industry's Siren Song Lured Public Schools In with Promises of Innovation and Efficiency. At the helm of this movement was Vinod Khosla, co-founder of Sun Microsystems and a prominent venture capitalist, who in 2009 co-founded Knewton, a company that would later become a key player in the ed-tech backlash. Khosla's vision for education technology was one of personalized learning and data-driven instruction, which resonated with educators and policymakers looking for solutions to the challenges of standardized testing and rote memorization. However, as the industry grew, concerns began to emerge about the role of private corporations in shaping the classroom.

The National Education Association (NEA) and other teacher unions grew increasingly wary of the influence of companies like Knewton and DreamBox Learning, which were developing software that could track students' progress and identify areas where they needed extra support. The NEA claimed that these companies were using data to create a "one-size-fits-all" approach to education, which would ultimately undermine the autonomy of teachers and the diversity of classrooms. Meanwhile, the Obama administration was investing billions of dollars in ed-tech initiatives, including the $4 billion Race to the Top program, which further solidified the industry's grip on public education.

In 2013, Natasha Singer published her book "Coding Kids," which exposed the dark underbelly of the ed-tech industry. Singer, a former journalist, had been investigating the ways in which private corporations were infiltrating public schools, often with the support of teachers and administrators who saw them as a way to boost their careers. Her book revealed a pattern of deception and manipulation, in which companies like Knewton and DreamBox were using tactics like data mining and behavioral engineering to create a culture of compliance and obedience in the classroom.

The consequences of the ed-tech backlash are far-reaching and devastating. For research communities, the impact is particularly significant, as the emphasis on data-driven instruction has led to a decline in the use of traditional teaching methods and a growing reliance on software that is often unproven or untested. In 2020, a study by the National Bureau of Economic Research found that students who used ed-tech software showed no significant gains in math or reading skills compared to those who did not. Moreover, the emphasis on data collection and analysis has led to a culture of surveillance and control, in which teachers and administrators are encouraged to use data to monitor and manipulate student behavior.

The ed-tech industry has also had a profound impact on markets, as investors have poured billions of dollars into ed-tech startups, often with little regard for their actual effectiveness. In 2019, the ed-tech market was valued at over $100 billion, and the industry continues to grow at a rapid pace. However, the lack of regulation and oversight has led to a proliferation of low-quality products and services, which can be devastating for students and teachers who are forced to use them.

The ed-tech backlash is part of a larger pattern of institutional failure and corruption in the public education system. For decades, policymakers and administrators have been pressured by corporate interests to prioritize test scores and standardized testing over more nuanced and effective approaches to teaching and learning. The result has been a system that is increasingly dominated by private corporations and billionaires, who use their influence and resources to shape the curriculum and dictate the terms of the debate.