Jan. 18, 2026
Why EdTech Usage Doesn’t Equal Impact ft. Dr. Paula Cushanick | My EdTech Life 351
Why EdTech Usage Doesn’t Equal Impact ft. Dr. Paula Cushanick
In this episode of My EdTech Life, I sit down with Dr. Paula Cushanick, known as Dr. C on TikTok, to unpack one of the most misunderstood ideas in education technology:
EdTech usage does NOT equal impact.
Districts often measure success through logins, minutes, and usage reports because they’re easy to pull. But Dr. Cushanick’s research and classroom experience tell a very different story.
In this conversation, we dig into what actually drives student growth, especially for emergent bilingual learners, and why equity must mean access and effectiveness, not just access alone.
Questions We Explore:
1. How should districts really measure EdTech effectiveness?
2. What does meaningful equity look like in digital learning?
3. Why do some students log thousands of minutes with no growth?
4. How can districts support teachers beyond “one-and-done” PD?
5. What are the consequences of bad implementation for students?
Chapters
00:00 Introduction to Dr. Paula Cushanick
03:21 Dr. Koshanek's Journey in Education
06:21 Research Insights on Technology and Language Acquisition
11:39 The Importance of Intentional Technology Use
16:50 Measuring Implementation Effectiveness
20:20 Consequences of Poor Implementation in the Classroom
24:26 The Importance of Language Output
26:33 Technology's Role in Immediate Feedback
32:21 Misconceptions About Bilingual Learners
36:31 Creating Supportive Educational Systems
Sponsors Shoutout
Thank you to our sponsors: Book Creator, Eduaide.AI, and Peel Back Education for supporting My EdTech Life.
Peel Back Education exists to uncover, share, and amplify powerful, authentic stories from inside classrooms and beyond, helping educators, learners, and the wider community connect meaningfully with the people and ideas shaping education today.
Authentic engagement, inclusion, and learning across the curriculum for ALL your students. Teachers love Book Creator.
Thank you for watching or listening to our show!
Until Next Time, Stay Techie!
-Fonz
🎙️ Love our content? Sponsor MyEdTechLife Podcast and connect with our passionate edtech audience! Reach out to me at myedtechlife@gmail.com. ✨
00:00 - New Year Kickoff & Guest Intro
00:47 - Meet Dr. C And Her Mission
03:29 - Journey Through Roles In Education
07:00 - Data Patterns And Summit K‑12
10:30 - Usage Does Not Equal Impact
14:40 - Intentional Tech vs Busywork
18:57 - District Mindset: Measuring Effectiveness
23:12 - Teacher Capacity And Ongoing PD
26:47 - Classroom Red Flags: Silence
30:57 - Feedback Loops And Confidence
34:37 - High Expectations For Every Campus
38:39 - Magic Wand: Implementation With Teachers
41:39 - Lightning Round: Kryptonite, Billboard, Swap
44:39 - Closing Thanks And Ways To Connect
WEBVTT
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Hello, everybody, and welcome to another great episode of My EdTech Live.
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It is 2026, and I am glad to be behind the mic.
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I am your host, Dr.
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Alfonso Mendoza, or you can call me Dr.
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Fonz.
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Again, as always, I am excited to be here with you all, bringing you some amazing conversations that will continue to help us grow professionally and personally as well.
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And I want to give a big shout out to our sponsors, Eduaid, Book Creator, and Peelback Education.
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Thank you so much for believing in our mission to bring these great conversations into our education space.
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And I am excited to welcome my very first guest of 2026, Dr.
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Kishanik, who is joining me this morning.
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And we are going to have an amazing conversation.
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And before we get started, I definitely, as of right now, if you are on TikTok, I please urge you to go and on TikTok and search up Dr.
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C because she shares some amazing, amazing content among um bilingual education or about bilingual education.
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So again, please follow her.
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And I am excited to welcome you, Dr.
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Kishanik.
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How are you this morning?
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Everybody.
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I didn't know I was your first guest for 2026.
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I'm aware.
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Yes, exactly.
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Yes, no, you're very welcome.
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So I'm excited that you're here because I stumbled upon your content maybe a couple of months back and I started following you.
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I know I started commenting because your content really resonates with me and my experience as well, not only as an English language learner when I was a lot younger, but also seeing the implementation process within the K-12 space.
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So for our audience members who are joining us and just learning about you and your work today, can you give us a little brief introduction and what your context is within the education space?
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So yes, I understand that feeling of being an English language learner.
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Um there, I'm still am.
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And so I actually had been in the education, public education for about 17, 18 years now.
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But I just want people to know that I am an idealist at heart.
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I believe in a world where equity and access, um, it's viable and it's doable for all students, not just EV students.
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And I bring this up because this is this is why I did my work.
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This is why I do what I do.
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So I've been in the education world for about 17 years.
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I started as a bilingual classroom teacher.
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I taught many different levels there.
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And um, later on I worked at the district level where I was a K-12 instructional specialist for the language acquisition department.
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And I moved on to be a data specialist, and um I did that for a couple of years, but I miss my babies.
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I miss the classroom.
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So I'm back in the classroom and I'm currently at um an elementary school and I'm the ESL specialist there.
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That is awesome.
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Well, I mean, that kind of leads into our conversation today and talking about, you know, the the bridge between uh digital world and of course language acquisition.
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And this is where I have been so enlightened by your content because, like I said, it definitely resonates with me in so many ways as a classroom teacher when I first started 19 years ago, then as a digital learning uh director or coordinator, I should say, and then of course as assessment too, because all of that all ties together.
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So I want to ask you, you know, as far as your research is concerned and that particular topic, uh, maybe I can probably assume and guess, you know, the passion behind it, but kind of walk us through that.
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What was it that led you to do or follow this area of research?
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Yes.
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So um as I worked at the district level for the K-12 instructional specialists, I began seeing some patterns, right?
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We as a district, we saw there were some concerns because less than half of our students were making English language growth, right?
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So we acquired this program, it's called SAMA K-12 to address this.
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But then I began to see some patterns.
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And I that's what led me to think about okay, what how how is this really working for our students, first of all, right?
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Is this making an impact?
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Are they using it correctly?
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What does that look like?
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And if so, you know, how can we do it better?
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Right?
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That meant that continuous improvement mentality for us and for me, right?
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So I went ahead and I dig deeper.
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I never thought as an English learner I could do a doctor because writing it's not my strength.
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But I jumped in and I let my professors know I'm an English language learner and they were a blessing.
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They just said, okay, you can you can do this, you got this.
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And with their help, I was able to complete that recently in February.
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So I'm a recent doctor.
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Um, but I know that I this is important to us and this conversation because this is very recent research.
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And I think even though some districts are not even considered, let's say Summit K-12 as specific digital content or product, but they are considering other digital products.
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And I think um we can learn a lot about this research so we can better implement that within our school districts and within all our setting, right?
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Within our needs within the school districts.
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Yeah.
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And I think that you mentioned something that I want to hit on and kind of just pull the string a little bit, you know, especially with the data and the patterns and usage.
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So for your in your role as you were serving and you were seeing these patterns, I know it resonates with what I had been doing, you know, the last eight years and seeing the patterns, the usage, the acquisition, and the growth.
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And I think uh a lot of people uh and the the for the in mass, you know, a lot of people just, oh, ed tech and the technology is what's hurting the learning, and the technology is what's really um not helping our students continue to grow.
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But then there's the intentional use of technology, and then of course, there is the kind of just sloppy use of technology where it's just you know brain rot and you're just going through um, you know, YouTube videos and things of that sort.
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Uh going back in my experience, I just wanted to share too taught the importance of language acquisition and of course developing that language is very near and dear to me, and especially with a story that I know I've mentioned many times on the show, but I do want because it does tie to this, I want to help our listeners learn this that the one of the last years that I was teaching in fifth grade, I we had a set of twins in our fifth grade pod.
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So I was in a pod of three, the other pod was a pod of two.
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I was the teacher that always took the risk, and we only had two Chromebook carts in our whole school at the time.
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That was back in 2016, around there.
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And I was the one teacher that had that thing checked out every single day, and it basically lived in my classroom.
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So we had two sets of twins.
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One twin was with in my pod, the other twin was in the other pod.
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I was the hands-on tech, you know, I need you to do a screen recording, I need you to speak, you know, I need you to present, I need you to practice the language.
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And so it was a lot of language acquisition in a very immersive way through creating PowerPoint slides, through presentations, through screencastifies, um, you know, and things of that sort.
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The other pod was more worksheet-based, kind of sit-down, wrote learning and things of that sort, which, you know, I'm saying it there is some effectiveness to it in some sense, but the discourse is so important because if you don't speak, you don't talk, you don't practice the language.
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So what happened is at the end of the year, my twin, uh, my student was able to exit the bilingual program while the sister stayed behind and she had made leaps and bounds.
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And the great thing is that everything that we did was saved in a digital portfolio through Google Drive.
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So if there was evidence of beginning, middle, and end of year.
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So even the principals and the teachers and the parents were just like amazed at the growth.
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But yes, there was a lot of hands-on technology use, but the intention behind it was also there.
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So I want to talk to you about that because now with your experience that you've seen and through your research, and I know you've mentioned some at K-12, and there is a plethora of platforms that are out there.
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You know, how how can or what what is the best advice that you can give at the district level as far as intentionality of a product, and then at a classroom level, also for that intentional use?
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Absolutely.
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I actually that's a perfect example of what we saw in the data, right?
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I studied about 2,200 emergent bilingual students.
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There were grades two to 12.
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Those were the students that were using the platform.
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And most people would assume that higher usage includes higher growth.
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The more I use the tool, the more minutes I put in, the more times I log in, that baby's gonna grow.
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Unfortunately, that's not what we saw.
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The data reflected that there was no correlation or not equal, usage did not equal impact.
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Usage did not equal growth, right?
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So then the key inside of my research was number one, usage does not equal impact.
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And I'm gonna tell you, one data point that stood out right away was a student who logged in for 3,070 minutes.
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I was like, great, he's gonna be a rock star.
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Let's see this.
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No, absolutely no growth.
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And we're looking at the English language proficiency growth.
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And I went on a removed, right?
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So we could really look at growth.
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I went ahead and removed previous language scores.
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So we're just looking at growth, and this maybe not not a decimal point of growth.
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Okay.
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So then that led me to believe, okay, then what what is happening?
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Because they're overall as a Justrick, we were growing, but usage was not the impact, right?
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So it's like you said, how intentionally our teachers are implementing that technology within the classroom, that then we're able to see growth.
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That's number one.
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Then number two is if we would have been better at implementation, right?
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Because now I'm seeing there's an implementation opportunity here.
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If we would have been better at implementation, we could have gains, our gains been higher.
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And I and I told you about being an idealist at heart because of this.
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This is my way of thinking.
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If we could have done it just a little bit better, if we could have worked on the implementation part of it better, could we have seen better results?
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And mind you, Dr.
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Fonz, we are seeing good results.
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It's just not because of usage.
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Does that make sense?
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Yeah, no, absolutely.
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And, you know, that is something that was the biggest struggle for me in the last eight years, where we would get a platform and it's like, well, what's the usage?
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And and it was always usage, and it was always usage, and it was always based on usage.
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But like you said, we never saw and dove deep into is it making an impact?
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And especially, you know, there's a platform out there that we did use in the district.
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And again, I'm no longer at that district, but it is a very well-known uh platform that was for our major content.
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And so the students were all said, like, okay, you got to do 30 minutes per week per subject was the minimum.
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Um, and then of course, I don't know, in your experience, there were times where the students were logging in thousands of minutes and thousands of questions, but then the impact was not there.
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And so one of the things, too, that I would mention is that sometimes maybe at the district level, we think that what is being purchased is going to be that solution, that one thing that, okay, this is the one thing that is gonna set us apart and put us over the top as long as they use it.
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Because when they sell, it's like, well, as long as you use it for this much time, they're bound to grow and they're bound to do this.
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But they don't talk about all the other variables there, you know, as far as you know, the proper implementation, which you mentioned, what I which I think it is key.
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And proper implementation cannot be just one PD session per school at the beginning of the year, and that's it, you're done.
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It has to be something that is continuous, something that uh, you know, goes on beginning of year, middle of the year, end of year, and then try and help those teachers that might be struggling to see how they might be able to implement it into their curriculum and the time that they have, and also for the students to be able to use it correctly.
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Because as we know, like you mentioned, the one student, they logged in, you said, like what, 3,000 something hours.
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But sometimes you can just log in and that's it.
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You're not doing anything, or you're just clicking through the questions and you're not really getting anything from it.
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So there has to be also that accountability to for a teacher to be able to look at the data on their end and then see is the student progressing?
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Are they not progressing?
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So, in your experience, you know, can you tell us a little bit about, or either through the research, that implementation component we know is so important.
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What would be some of the best advice that you might give a district level leader as far as proper implementation of a product?
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So I would challenge um how are we measuring implementation, right?
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So think as a district, I understand why we are measuring implementation through logs in logins and minutes.
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That's easy.
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It's easy to measure logs in, right?
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I can pull a report quickly and the product will tell me how many logins each student has.
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I can pull a report for usage, how many minutes the student or how many lessons.
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So I would challenge district leaders to think about how are we measuring the effectiveness because equity doesn't mean accessibility.
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It has to be accessibility and effectiveness.
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It has to go together.
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Okay.
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So we need to ask as district leaders, we need to ask, is it being used?
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And number two, is it effective?
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And if we don't answer yes to both questions, we're not providing equity to our students.
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So as district leaders, I get it.
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We we can do the easy.
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Easy is pulling the report, but we're gonna have to step back and think about how are we measuring that product's effectiveness?
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How are we measuring usage?
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That is powerful.
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Like right now, that you just summed everything up for me, like in my thought process, because oftentimes what might happen to uh as district leaders, the decisions are made, but sometimes I'll be honest with you, the correct people aren't in the room when a lot of those decisions are made.
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So, for example, if there's a math platform that is going to be, or or you're looking at um purchasing, sometimes the math coordinators aren't involved.
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And then at the end, they're like, well, we didn't know this was happening, or now I've got to work with this and seeing how I can tie this in.
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And it may not fall in line, maybe even with the curriculum that you have available.
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So I would add to that that it's important too, that not only based on usage, but on that growth, but also prior those decision-making uh meetings, need to have the proper people in the room that are out there looking at the classroom, seeing what the needs are for the students so that way you can make the best decision to get the most effective platform.
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And I think that that goes and ties well with that implementation.
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But I think that you hit the nail on the head, usually it's it's all about the ROI return on investment.
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So we just spent, like, for example, I'm a district, I just spent, you know, $300,000 on this platform.
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I just want to see usage.
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Is it being used so that way I can justify my purchase?
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But but the like you mentioned, the usage does not show if there is that growth.
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You need to go in deeper than that.
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And that's where I think we often miss out on a lot of things because then it's like, well, this that we've got the usage up, but we're not growing.
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So now let's dump that.
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Let's get another product and oh, this is the one.
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But then it turns out to be just another band-aid on top of another band-aid.
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And that could be very dangerous for our students too, as well, because they're not getting the proper support that they need.
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Absolutely.
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And and and I would I would challenge furthermore.
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I would say my teachers, you know, teachers they have different stages of development within technology, right?
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So I'm getting used to this product, and then all of a sudden you give me another product.
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Now I have to relearn a whole platform.
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So I'm having to do a few things.
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I'm having to relearn a whole new platform, I'm having to play with it, experiment if if I'm if I'm excited enough, right?
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And then furthermore, if I don't feel comfortable with the platform, am I able to innovate with it?
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Right?
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And that's where I was, yes, I'm going back to the classroom because I know exactly what I need to do with this new platform.
00:19:50.410 --> 00:19:59.930
Yes, I could see how it can better our students, but it needs to be very intentionally placed within my instruction.
00:19:59.930 --> 00:20:06.970
And unfortunately, not all teachers feel these um comfortability.
00:20:06.970 --> 00:20:07.849
Is that even a word?
00:20:07.849 --> 00:20:08.650
I don't know.
00:20:08.650 --> 00:20:13.529
Um, to integrate technology within the instruction, right?
00:20:13.529 --> 00:20:19.289
The teacher is the one responsible for what when learning is happening.
00:20:19.289 --> 00:20:26.089
What technology does, it helps amplify what is happening in the classroom, right?
00:20:26.089 --> 00:20:42.490
So if I don't feel comfortable using that tool, I'm not Able to innovate, I'm gonna be stuck at the log in, be silent, do the busy work, let tech be the babysitter, right?
00:20:42.490 --> 00:20:47.210
Because district says, and they know better than me because they're the experts, right?
00:20:47.210 --> 00:20:50.250
That this is what works for my students.
00:20:50.250 --> 00:21:04.970
But if we allow teachers to play with it, be trained, do ongoing professional development, not at the just at the beginning of the year, not a Canvas course that we just click, click, click and submit, right?
00:21:04.970 --> 00:21:23.450
So if we support teachers through that implementation process, then I believe I really believe that teachers are more willing to take it to the next step in technology, which is using technology to innovate instruction.
00:21:24.089 --> 00:21:24.569
Wow.
00:21:24.809 --> 00:21:30.329
That is powerful because that that's often sometimes that you don't really hear too much.
00:21:30.329 --> 00:21:35.210
Because, like you mentioned, uh my experience, you know, I I was the risk taker.
00:21:35.210 --> 00:21:36.890
I didn't mind using the technology.
00:21:36.890 --> 00:21:38.410
I just said, hey, you know what?
00:21:38.410 --> 00:21:39.210
If it works, it works.
00:21:39.210 --> 00:21:40.089
If it doesn't, it doesn't.
00:21:40.089 --> 00:21:42.730
But it took time to to do that.
00:21:42.730 --> 00:21:44.890
And and sometimes you have to be a lot of patience.
00:21:44.890 --> 00:21:47.210
There's a lot of failure that goes into it.
00:21:47.210 --> 00:21:53.690
Sometimes things don't go according to plan, but it's all about adapting, improvising, overcoming.
00:21:53.690 --> 00:21:55.529
And I just never gave up on that.
00:21:55.529 --> 00:22:02.410
And for a lot of teachers, because it is so busy and it's so inundated with you know, curriculum.
00:22:02.410 --> 00:22:07.049
I've got to be at this point by this time, I've got to do this and this.
00:22:07.049 --> 00:22:11.369
Sometimes they just feel very overwhelmed and they're a little scared.
00:22:11.369 --> 00:22:28.089
And then, of course, it makes it difficult for them to add the technology piece to it and then feel comfortable enough to where now they're taking it and augmenting the lesson in a way or augmenting the instruction in a way that is going to be helpful to the student.
00:22:28.089 --> 00:22:43.049
So I kind of want to turn this around a little bit and just to see through your experience now that I want to see the other side, like maybe the student side too, because you have that experience in working with students and in looking at that data and looking at that growth.
00:22:43.049 --> 00:22:50.809
What are the consequences of poor implementation and support in the classroom?
00:22:50.809 --> 00:22:54.890
What is it that we would be seeing in a student as a red flag?
00:22:54.890 --> 00:23:05.849
And maybe this can serve uh as a message to our district leaders and our teachers to see what are the look for and how might we correct that?
00:23:06.410 --> 00:23:07.210
Absolutely.
00:23:07.210 --> 00:23:11.849
Some of the look for not effective implementation is silence.
00:23:11.849 --> 00:23:14.490
Silence.
00:23:14.490 --> 00:23:23.849
And I think you did it beautifully with one of the twins is how much language output are they experiencing in the classroom, right?
00:23:23.849 --> 00:23:25.849
Are we reading?
00:23:25.849 --> 00:23:27.210
Great, right?
00:23:27.210 --> 00:23:31.210
But how much are we producing that's outside of that technology?
00:23:31.210 --> 00:23:34.730
Or that's right, I get my kids to start talking.
00:23:34.730 --> 00:23:36.410
We practice with each other.
00:23:36.410 --> 00:23:37.849
We do a model lesson.
00:23:37.849 --> 00:23:41.849
It's like gradual, let's go back to the old school gradual release model, right?
00:23:41.849 --> 00:23:43.930
And but it works, it works.
00:23:43.930 --> 00:23:46.009
I model that lesson first.
00:23:46.009 --> 00:23:49.690
This is what you're gonna see in your technology here in a minute.
00:23:49.690 --> 00:23:52.009
But let's look, let's practice all together.
00:23:52.009 --> 00:23:55.609
Then they go and they practice together, right?
00:23:55.609 --> 00:23:56.970
They have that collaborative.
00:23:56.970 --> 00:23:58.089
Oh, yeah, that was good.
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