The Complex Relationship Between Technology and Teacher Burnout

In our quest to understand the transformative effects of technology in education, particularly in light of the pandemic, we anticipated that learning management systems (LMS) would alleviate teachers’ burdens.

However, the results were surprising; instead of providing relief, these tools appeared to intensify feelings of burnout among educators.

Our study involved surveying 779 teachers across the United States in May 2022 and conducting follow-up focus groups in the fall of the same year.

This research later underwent a peer-review process and was published in April 2024.

Impact of Learning Management Systems

When COVID-19 led to widespread school closures, many institutions turned to technological solutions, including various learning management systems, to facilitate remote learning.

The intent was clear: help educators manage their courses with greater ease.

Yet, our findings raised important questions about the efficacy of these platforms.

Teachers utilizing systems like Canvas and Schoology reported higher levels of burnout, contradicting our initial hypothesis.

We expected that the introduction of these systems would lead to more organized workflows and reduce the chaos of paperwork.

Feedback from focus groups revealed a different story.

Instead of simplifying tasks, these systems often added layers of complexity to teachers’ routines.

Prior to the pandemic, lesson plans were typically submitted in print.

With the new requirements of LMS, educators frequently had to juggle both digital submissions and traditional hard copies, each with separate formatting demands.

Challenges Faced by Teachers

Introducing technology into the teaching environment without addressing existing challenges can deepen feelings of burnout among educators.

We found that early elementary teachers faced particular frustrations with these platforms.

They often felt that the technology did not match the developmental needs of their students.

One kindergarten teacher from Las Vegas expressed disbelief at the expectation for young children—many of whom struggle with basic skills—to memorize lengthy student identification numbers just to access their assignments.

Beyond the difficulties presented by technology, educators also pointed to a lack of support from administration, diminished autonomy, and mental health challenges as significant contributors to burnout.

Significance of Findings

Teacher burnout has long been a pressing issue in the educational realm, a situation worsened by the COVID-19 pandemic.

When implementing new technologies, it is vital for school leaders to ensure these tools do not inadvertently add to teachers’ workloads.

If the introduction of technology simply shifts the burden rather than lightening it, the risk of burnout escalates, potentially leading to increased attrition rates in the profession.

It’s essential for schools to strategically adopt new technologies with the intention of streamlining tasks, allowing educators to manage their responsibilities more effectively rather than overwhelming them with additional work.

This study underscores the importance of prioritizing educators’ mental health and well-being amid any institutional changes.

We believe our research has broader implications beyond just learning management systems.

It can be extended to the use of burgeoning technologies, such as artificial intelligence tools in education.

We encourage future studies to look into schools and districts that have successfully integrated these technologies to glean insights from their effective practices.

Source: The74million