There’s a moment many of us remember from our childhood classrooms—when we
asked a teacher how to pronounce a word or what it meant, and instead of giving us the
answer, they said:
“Go look it up. If I tell you, you won’t remember—but if you find it yourself, you
will.”
At the time, it may have felt frustrating. Today, it feels like wisdom.
I can still recall many of the words I looked up in a dictionary. Not because I had to—but
because I worked to find the answer. That process made the knowledge stick. It
became mine.
The Shift from Learning to Searching
Fast forward to today, and the experience is very different. With a phone or laptop,
students can instantly “Google” anything. While technology has undoubtedly brought
incredible advantages to education, it has also changed how students engage with
information.
There is a growing difference between:
Retaining knowledge, and
Simply accessing it on demand
When answers are always a click away, the incentive to truly learn them diminishes.
Students may know how to find information—but not necessarily how to remember,
apply, or deeply understand it.
Why Retention Still Matters
Education is not just about getting the right answer—it’s about building a foundation of
knowledge that students can draw from throughout their lives.
When students retain information:
They think more critically
They solve problems more independently
They communicate more effectively
They build confidence in what they know
Memorization alone isn’t the goal—but internalizing knowledge is essential. It’s what
allows a student to connect ideas, think creatively, and succeed without always relying
on a device.
Bringing Balance Back to the Classroom
This isn’t about rejecting technology. It’s about restoring balance.
Our classrooms should:
Encourage students to engage with material, not just search for it
Reinforce foundational skills like reading comprehension, vocabulary, and critical
thinking
Create opportunities for students to discover answers through effort and curiosity
Use technology as a tool, not a substitute for learning
There is real value in slowing down, opening a book, and working through a problem.
That process builds discipline, focus, and long-term understanding.
A Proven Approach Worth Reconsidering
The methods used in the 1970s and 1980s weren’t perfect—but they emphasized
something we’re at risk of losing: ownership of knowledge.
Students didn’t just complete assignments—they learned them.
As someone running for school board, I believe we need to take a closer look at what
worked in the past and thoughtfully apply those lessons today. Our goal should be to
prepare students not just to pass a test—but to think, reason, and succeed in the real
world.
Moving Forward
If we want stronger outcomes for our students, we must prioritize learning that lasts.
Let’s bring back the mindset that knowledge is something you earn, not just something
you search.
Because when a student truly learns something—they carry it with them for life.
