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		</div><p><span style="font-weight: 400">Education technology companies currently enjoy a global market valuation exceeding 340 billion dollars. Yet, standardized test scores in reading and mathematics across the United States have hit their lowest points in decades. This inverse relationship suggests a hard truth that modern school districts often ignore. Adding a screen to a lesson does not inherently add value to the learning process. In many cases, it acts as a digital barrier between the instructor and the student, replacing active cognition with passive scrolling.</span></p>
<p><span style="font-weight: 400">You face a generation of students with shortened attention spans and a dopamine-driven need for constant stimulation. Your instinct might be to compete with the algorithm by making your lessons more &#8220;high-tech&#8221; or &#8220;gamified.&#8221; This is a losing battle. You cannot out-design a billion-dollar social media platform. You can, however, out-teach it. Authentic engagement lives in the space between people, not the pixels on a tablet.</span></p>
<p><span style="font-weight: 400">Engagement is not entertainment. It is the voluntary investment of cognitive energy into a task. To achieve this without purchasing a single new software license, you must pivot toward high-touch, low-tech strategies that demand presence, provoke curiosity, and force students to grapple with complexity in real-time.</span></p>
<h3><b>The Tyranny of the Digital Interface</b></h3>
<p><span style="font-weight: 400">We must confront the physiological reality of the digital classroom. Research from the University of California, Irvine, indicates that digital multitasking increases stress levels and reduces the ability to retain deep information. When you provide a student with a laptop for &#8220;research,&#8221; you are simultaneously providing them with an infinite portal to distraction. The cognitive load required to ignore the internet is often greater than the cognitive load required to complete your assignment.</span></p>
<p><span style="font-weight: 400">Think about the last time you saw a room full of students working on individual devices. The silence is not a sign of focus. It is a sign of isolation. Real learning requires the friction of debate and the vulnerability of public thought. By removing the device, you restore the social contract of the classroom. You force the eye contact that builds trust and the verbal processing that builds mastery.</span></p>
<p><span style="font-weight: 400">Do you want your students to remember your lesson for twenty-four hours or twenty-four years? Low-tech strategies rely on &#8220;desirable difficulties.&#8221; These are instructional hurdles that slow down the learning process in a way that forces the brain to work harder and store information more permanently. Handwriting a summary requires more synthesis than typing one. Sketching a diagram requires more spatial reasoning than dragging an icon.</span></p>
<h3><b>Socratic Inquiry as a Structural Pillar</b></h3>
<p><span style="font-weight: 400">The most powerful tool at your disposal costs nothing. The question. Most teachers use questions to check for comprehension. This is a reactive use of a proactive tool. You should use questions to drive the entire lesson structure.</span></p>
<p><span style="font-weight: 400">The Socratic method is not a relic of ancient history. It is a sophisticated psychological framework for challenging assumptions. Instead of delivering a lecture on the causes of the French Revolution, you start with a paradox. Why would a starving population support a leader who spent more on gold-leafed furniture than on grain?</span></p>
<p><span style="font-weight: 400">When you stop providing answers and start facilitating investigations, the power dynamic shifts. You become the curator of curiosity rather than the narrator of facts. This requires you to embrace silence. Most teachers wait less than two seconds after asking a question before filling the void themselves. You must wait ten. Force the students to sit with the discomfort of an unanswered prompt. That discomfort is where the brain prepares itself to learn.</span></p>
<p><span style="font-weight: 400">Ask yourself if your questions are &#8220;Google-able.&#8221; If a student can find the answer in three seconds on a phone, the question is a waste of time. Your prompts must require synthesis, evaluation, and moral judgment. These are the human skills that silicon cannot replicate.</span></p>
<h3><b>The Power of Physicality and Movement</b></h3>
<p><span style="font-weight: 400">Cognition is embodied. The brain does not function in a vacuum. It is deeply influenced by the body&#8217;s position and movement. The traditional &#8220;cells and bells&#8221; model of education—sitting in rows for fifty minutes—is a biological disaster for engagement.</span></p>
<p><span style="font-weight: 400">You can implement &#8220;Vertical Non-Permanent Surfaces&#8221; to immediately increase student participation. This is a concept popularized by Peter Liljedahl in his research on building thinking classrooms. By having students work in small groups on whiteboards or windows while standing up, you change the physics of the room.</span></p>
<p><span style="font-weight: 400">When students sit, they often hide. They wait for someone else to speak. When they stand in groups of three around a vertical surface, there is no place to hide. The physical act of standing increases blood flow and neurological alertness. Because the surface is non-permanent, students are more willing to take risks. They know they can erase a mistake with a single swipe. This lowers the &#8220;cost of failure&#8221; and encourages the kind of iterative thinking necessary for complex problem-solving.</span></p>
<h3><b>Heuristics of High-Touch Classroom Design</b></h3>
<p><span style="font-weight: 400">Your classroom environment sends a message before you ever open your mouth. Is it a space designed for compliance or a space designed for collaboration?</span></p>
<p><span style="font-weight: 400">Consider the &#8220;Information Gap&#8221; strategy. This is a classic linguistic tool that works in every subject. You provide half the information to one group and the other half to another. They must communicate to solve the puzzle. No computer program can simulate the urgency of needing information from a peer to complete a physical task.</span></p>
<p><span style="font-weight: 400">You should also utilize &#8220;Total Physical Response&#8221; beyond the world of language learning. Can your students act out the movement of tectonic plates? Can they use their bodies to demonstrate the relationship between supply and demand curves? When a student physically moves to represent a concept, they create a multi-sensory memory trace. This is significantly more effective than looking at an animated GIF on a slide deck.</span></p>
<h3><b>Narrative Architecture and the Hook</b></h3>
<p><span style="font-weight: 400">Human beings are hardwired for stories. Long before the printing press or the internet, we passed knowledge through oral tradition. You can use this biological predisposition to anchor your curriculum.</span></p>
<p><span style="font-weight: 400">Every lesson should have a &#8220;hook&#8221; that creates an emotional or intellectual &#8220;itch&#8221; that only the lesson can scratch. This is not about being a performer. It is about being a strategist.</span></p>
<p><span style="font-weight: 400">If you are teaching chemistry, do not start with the Periodic Table. Start with a mystery about a historical disaster caused by a chemical reaction. If you are teaching geometry, start with the impossible challenge of measuring the circumference of the Earth using only a stick and the sun.</span></p>
<p><span style="font-weight: 400">Once you establish the narrative stakes, the students have a reason to care about the technical details. You are not teaching &#8220;math.&#8221; You are teaching &#8220;the secret language that allowed ancient people to map the world.&#8221; The content is identical, but the engagement level is worlds apart.</span></p>
<h3><b>The Feedback Loop: Human vs. Automated</b></h3>
<p><span style="font-weight: 400">One of the greatest myths of modern education is that &#8220;immediate feedback&#8221; from a software program is superior to delayed feedback from a teacher. Digital feedback is often binary. Correct or incorrect. It does not address the nuance of the &#8220;why&#8221; or the &#8220;how.&#8221;</span></p>
<p><span style="font-weight: 400">Your feedback is your most valuable currency. To make it more effective without increasing your workload, move to &#8220;live marking.&#8221; Instead of taking home a stack of papers to grade in isolation, walk around the room with a pen while students work. Give short, sharp, verbal feedback in the moment.</span></p>
<p><span style="font-weight: 400">&#8220;I see what you are doing in paragraph two. How would that change if the protagonist was untrustworthy?&#8221;</span></p>
<p><span style="font-weight: 400">This human interaction is what motivates students. They want to be seen. They want to be challenged by an expert they respect. A green checkmark on a screen provides a shallow hit of dopamine. A word of specific, insightful praise from a teacher provides a deep sense of accomplishment.</span></p>
<h3><b>Collaborative Struggle and Peer Mastery</b></h3>
<p><span style="font-weight: 400">We have moved too far toward individualised learning. While differentiation is important, the classroom is a social unit. When every student is on their own device, you lose the &#8220;collective effervescence&#8221; of a group working toward a common goal.</span></p>
<p><span style="font-weight: 400">Implement &#8220;Reciprocal Teaching.&#8221; Assign students specific roles within a group: the Predictor, the Questioner, the Clarifier, and the Summarizer. They must teach each other the material. When a student has to explain a concept to a peer, their own understanding deepens exponentially. They must organize their thoughts, anticipate objections, and find new ways to articulate difficult ideas.</span></p>
<p><span style="font-weight: 400">This also builds the &#8220;soft skills&#8221; that the workforce actually demands: empathy, negotiation, and conflict resolution. You cannot learn how to handle a difficult personality by clicking a multiple-choice option on a digital citizenship module. You learn it by arguing about a physics problem with a classmate.</span></p>
<h3><b>The Case for &#8220;The Big Paper&#8221;</b></h3>
<p><span style="font-weight: 400">If you want to see true engagement, lay a giant piece of butcher paper across a group of desks. Give the students markers. Tell them they have twenty minutes to map out everything they know about a specific topic.</span></p>
<p><span style="font-weight: 400">The physical scale of the task changes the cognitive approach. It invites messiness. It invites &#8220;non-linear thinking.&#8221; Students can draw connections between disparate ideas in a way that is impossible within the confines of a digital template.</span></p>
<p><span style="font-weight: 400">This is also an excellent tool for &#8220;Gallery Walks.&#8221; Once the papers are finished, students move around the room, leaving comments or questions on the work of other groups. This creates a silent, high-level academic conversation. It is a sophisticated way to review material that requires zero electricity and maximum brainpower.</span></p>
<h3><b>Reclaiming the Art of Lecturing</b></h3>
<p><span style="font-weight: 400">The &#8220;Sage on the Stage&#8221; model has been unfairly maligned. A great lecture is a form of intellectual theater. It is an opportunity for you to model how an expert thinks.</span></p>
<p><span style="font-weight: 400">The key is to move from &#8220;passive listening&#8221; to &#8220;active note-taking.&#8221; Stop providing fill-in-the-blank handouts. These are &#8220;compliance worksheets&#8221; that require almost no thought. Instead, teach your students the Cornell Method or Sketchnoting.</span></p>
<p><span style="font-weight: 400">When you lecture, do not read from slides. Use the chalkboard. The pace of your writing on the board matches the pace of the students&#8217; thinking. It allows for spontaneous diversions. It shows that the knowledge is coming from you, an experienced human, rather than a pre-packaged file.</span></p>
<p><span style="font-weight: 400">Use your voice as an instrument. Vary your pitch, your volume, and your speed. Use pauses for emphasis. Tell the students why you find this specific detail fascinating. Your passion is infectious. No software can emulate the spark of a human being who is genuinely excited about their subject matter.</span></p>
<h3><b>Scaffolding for Deep Focus</b></h3>
<p><span style="font-weight: 400">In a world of constant notifications, focus is a superpower. You must explicitly teach your students how to focus. This starts with &#8220;The Golden Hour&#8221; or &#8220;Deep Work&#8221; sessions.</span></p>
<p><span style="font-weight: 400">Designate twenty minutes of every class for silent, independent work. No talking, no devices, no music. At first, the students will struggle. They will be restless. But over weeks and months, you will build their &#8220;focus stamina.&#8221;</span></p>
<p><span style="font-weight: 400">Provide them with physical tools for concentration. Highlighters, colored pens, or even just a clean sheet of paper. Teach them how to break a large task into small, manageable &#8220;sprints.&#8221; By valuing silence and focus, you are providing them with an essential life skill that technology is actively trying to erode.</span></p>
<h3><b>High-Stakes Without High-Stress</b></h3>
<p><span style="font-weight: 400">Engagement often drops when students feel that the &#8220;stakes&#8221; are too low. If the work doesn&#8217;t matter, why do it? You can increase the stakes without increasing the stress by changing the &#8220;audience&#8221; for the work.</span></p>
<p><span style="font-weight: 400">When a student writes an essay for you, it is a private transaction. They will do the minimum amount of work required for the grade. When a student writes an essay that will be read by their peers, or presented to a panel of community members, or published in a class anthology, the engagement level sky-rockets.</span></p>
<p><span style="font-weight: 400">Create &#8220;Public Displays of Learning.&#8221; These are not just posters on a wall. They are opportunities for students to defend their work. Host a &#8220;Living Museum&#8221; where students dress as historical figures and answer questions. Organize a &#8220;Science Fair&#8221; where they have to explain their experiments to younger students.</span></p>
<p><span style="font-weight: 400">The social pressure of a public audience creates a healthy level of &#8220;arousal&#8221; that sharpens the mind. It makes the learning real.</span></p>
<h3><b>Tactical Empathy and the Human Connection</b></h3>
<p><span style="font-weight: 400">At its core, teaching is a relationship. Every piece of technology you put between yourself and your students is a potential point of disconnection.</span></p>
<p><span style="font-weight: 400">Engagement thrives on &#8220;Tactical Empathy.&#8221; You must understand the emotional state of your students before you can engage their intellect. This doesn&#8217;t mean you have to be their friend. It means you have to be their leader.</span></p>
<p><span style="font-weight: 400">Greet every student at the door by name. Use &#8220;The Two-Minute Rule&#8221;: spend two minutes a day for ten days talking to your most disengaged student about something other than school. Once that human bridge is built, they are much more likely to follow you into the difficult academic territory.</span></p>
<p><span style="font-weight: 400">Students will work harder for a teacher they respect and who they believe respects them. This respect is built through consistent, face-to-face interactions. It is built in the hallways, in the &#8220;dead time&#8221; before class starts, and in the way you handle a student who is having a bad day. You cannot automate a relationship.</span></p>
<h3><b>The Economic Fallacy of Digital Progress</b></h3>
<p><span style="font-weight: 400">Observe the financial landscape of your school district. You likely see millions allocated for hardware that will be obsolete in four years. You see software subscriptions that require annual renewals and &#8220;professional development&#8221; that focuses solely on how to click through menus. This is a massive opportunity cost. Imagine if those same funds supported smaller class sizes or more physical resources for hands-on experimentation.</span></p>
<p><span style="font-weight: 400">Technology is often a band-aid for poor pedagogy. Administrators find it easier to buy a fleet of iPads than to invest in the long-term, intensive training required for master-level Socratic teaching. Digital tools provide the illusion of progress because they are quantifiable. You can report that 100 percent of students have a device. You cannot easily report that 100 percent of students are thinking deeply about the ethical implications of the industrial revolution.</span></p>
<p><span style="font-weight: 400">You must challenge the narrative that &#8220;more tech&#8221; equals &#8220;more equity.&#8221; The digital divide is no longer about access to devices. It is about access to high-quality, human-led instruction. The children of Silicon Valley executives often attend schools with no screens at all. They understand that the ability to think, communicate, and create without a digital crutch is the ultimate competitive advantage.</span></p>
<h3><b>The Psychology of Tangible Objects</b></h3>
<p><span style="font-weight: 400">Physical artifacts command attention in a way that digital files do not. When you bring a physical primary source into the classroom—a letter from 1914, a piece of igneous rock, or a mechanical watch—you ground the learning in the real world. This tactile experience triggers different neural pathways than looking at a high-resolution photograph on a screen.</span></p>
<p><span style="font-weight: 400">Use &#8220;Manipulatives&#8221; in every subject, not just early childhood math. Can high school students use physical blocks to understand the structure of a sonnet? Can they use physical tokens to represent the movement of capital in a macroeconomics simulation? The act of physically manipulating an object requires a level of spatial and motor planning that deepens the encoding of information.</span></p>
<p><span style="font-weight: 400">Think about the difference between reading a PDF and reading a physical book. The physical book has a weight, a smell, and a specific place on a shelf. It exists in three-dimensional space. This &#8220;spatial anchoring&#8221; helps the brain organize information. Students can often remember exactly where on a page a certain piece of information was located in a physical book. They rarely have that same spatial memory for a scrolling digital document.</span></p>
<h3><b>The Rhetoric of Instruction</b></h3>
<p><span style="font-weight: 400">Your voice is your most powerful pedagogical tool. Use it with intention. Master the art of the &#8220;Commanding Presence.&#8221; This is not about shouting. It is about using tone, cadence, and volume to guide the energy of the room.</span></p>
<p><span style="font-weight: 400">Practice &#8220;The Dramatic Pause.&#8221; Use it to signal that the next sentence is of critical importance. Use &#8220;The Whisper&#8221; to draw students in closer. When you lower your volume, the room naturally becomes quieter as students strain to hear you. This is an exercise in collective focus.</span></p>
<p><span style="font-weight: 400">Do not allow your lessons to become a monologue. Use &#8220;Call and Response&#8221; techniques to build communal energy. This is not just for rote memorization. It is for establishing shared definitions and key concepts. When thirty voices speak a definition in unison, the social weight of that knowledge increases. It becomes part of the classroom&#8217;s shared identity.</span></p>
<h3><b>The Vygotsky Framework without the iPad</b></h3>
<p><span style="font-weight: 400">Lev Vygotsky, the seminal educational psychologist, introduced the Zone of Proximal Development. This is the sweet spot between what a student can do alone and what they can do with help. Digital tools often try to automate this through &#8220;adaptive learning algorithms.&#8221; These algorithms are clumsy substitutes for a skilled teacher.</span></p>
<p><span style="font-weight: 400">You can sense the frustration levels in a room better than any computer. You can see the furrowed brow of a student who is about to give up. You can see the bored gaze of a student who needs more challenge. By staying mobile in the classroom, you provide the &#8220;just-in-time&#8221; scaffolding that allows a student to remain in that high-engagement zone.</span></p>
<p><span style="font-weight: 400">This scaffolding should be social. Encourage &#8220;Peer-to-Peer Scaffolding.&#8221; When a student who understands a concept explains it to one who doesn&#8217;t, both students move through their Zone of Proximal Development. This interaction requires verbal precision and active listening. It is a high-stakes social negotiation that no software can replicate.</span></p>
<h3><b>Authentic Assessment Models</b></h3>
<p><span style="font-weight: 400">Standardized testing is the ultimate low-engagement activity. It is a high-stress, low-meaning exercise in compliance. To foster true engagement, move toward assessments that require a &#8220;Product&#8221; or a &#8220;Performance.&#8221;</span></p>
<p><span style="font-weight: 400">Ask your students to curate an exhibit. Ask them to write a policy brief for a local official. Ask them to design a functional solution to a local problem. These assessments are &#8220;authentic&#8221; because they have value outside of the gradebook.</span></p>
<p><span style="font-weight: 400">When a student knows that their work will be seen by someone other than you, their intrinsic motivation changes. They are no longer &#8220;doing school.&#8221; They are &#8220;doing work.&#8221; This shift from student to practitioner is the highest form of engagement. It requires them to take ownership of their learning and to apply their knowledge in unpredictable, real-world contexts.</span></p>
<h3><b>The Neuroscience of Trust</b></h3>
<p><span style="font-weight: 400">Learning is a vulnerable act. To learn, a student must admit that they do not know something. This requires a high level of psychological safety. Technology-driven classrooms often feel cold and clinical, which inhibits this sense of safety.</span></p>
<p><span style="font-weight: 400">You build trust through &#8220;High-Frequency, Low-Stakes&#8221; interactions. These are the small moments of connection that happen when you are not tied to a computer at the front of the room. It is the nod of encouragement during a debate. It is the specific question about a student&#8217;s hobby during a transition.</span></p>
<p><span style="font-weight: 400">Research in social neuroscience shows that the brain&#8217;s &#8220;social engagement system&#8221; must be active for optimal learning to occur. This system is triggered by facial expressions, vocal prosody, and eye contact. When you engage with your students as a human being, you are literally preparing their brains to receive and process information. You are lowering their &#8220;amygdala response&#8221; and opening their &#8220;prefrontal cortex.&#8221;</span></p>
<h3><b>The War on Attention</b></h3>
<p><span style="font-weight: 400">You are fighting a war for your students&#8217; attention. The enemy is not the students themselves, but the multi-billion dollar attention economy that has rewired their brains for instant gratification.</span></p>
<p><span style="font-weight: 400">To win this war, you must offer something that the digital world cannot: deep, sustained, meaningful connection. You must model what a focused life looks like. Show them that it is possible to think deeply about one topic for an hour. Show them the joy of a difficult problem solved through persistence.</span></p>
<p><span style="font-weight: 400">This requires you to be &#8220;Unplugged&#8221; yourself. If you are constantly checking your email or looking at a screen during class, you are validating the very behavior that is destroying their focus. Put your own phone in a drawer. Close your laptop. Give your students your undivided attention. In a world where everyone is distracted, your presence is a revolutionary act.</span></p>
<h3><b>Final Thoughts on Pedagogical Sovereignty</b></h3>
<p><span style="font-weight: 400">You are the most important variable in your classroom. Not the curriculum, not the budget, and certainly not the technology. When you rely on high-tech solutions to engage students, you are outsourcing your professional expertise to a programmer in Silicon Valley.</span></p>
<p><span style="font-weight: 400">By returning to high-touch, low-tech strategies, you reclaim your pedagogical sovereignty. You prove that learning is a deeply human, social, and physical experience. You give your students the gift of your presence and the challenge of your high expectations.</span></p>
<p><span style="font-weight: 400">Do not be afraid of a classroom that looks &#8220;old-fashioned.&#8221; If your students are talking, thinking, moving, and debating, you are at the cutting edge of modern neuroscience. You are building the cognitive architecture they need to thrive in an increasingly automated world.</span></p>
<p><span style="font-weight: 400">The future of education is not digital. It is human.</span></p>
<h3><b>References</b></h3>
<p><span style="font-weight: 400">The Thinking Classroom: Research on Vertical Non-Permanent Surfaces</span></p>
<p><span style="font-weight: 400">https://www.google.com/search?q=https://www.peterliljedahl.com/wp-content/uploads/Building-Thinking-Classrooms-Feb-2014.pdf</span></p>
<p><span style="font-weight: 400">The Impact of Digital Multitasking on Student Learning: UC Irvine Study</span></p>
<p><span style="font-weight: 400">https://www.google.com/search?q=https://news.uci.edu/2014/12/08/digital-multitasking-at-school-and-at-home-linked-to-lower-academic-performance/</span></p>
<p><span style="font-weight: 400">Desirable Difficulties in Theory and Practice: Robert Bjork</span></p>
<p><span style="font-weight: 400">https://bjorklab.psych.ucla.edu/research/</span></p>
<p><span style="font-weight: 400">The Power of Socratic Questioning in Modern Pedagogy</span></p>
<p><span style="font-weight: 400">https://www.criticalthinking.org/pages/socratic-teaching/606</span></p>
<p><span style="font-weight: 400">Cognitive Load Theory and the Effects of Screen Time</span></p>
<p><span style="font-weight: 400">https://www.google.com/search?q=https://academic.oup.com/brain/article/141/1/1/4653825</span></p>
<p><span style="font-weight: 400">Embodied Cognition: The Relationship Between Movement and Learning</span></p>
<p><span style="font-weight: 400">https://www.frontiersin.org/articles/10.3389/fpsyg.2013.00058/full</span></p>
<p><span style="font-weight: 400">The Science of Storytelling and Information Retention</span></p>
<p><span style="font-weight: 400">https://hbr.org/2014/10/why-your-brain-loves-good-storytelling</span></p>
<p><span style="font-weight: 400">Reciprocal Teaching: A Strategy for Improving Reading Comprehension</span></p>
<p><span style="font-weight: 400">https://www.readingrockets.org/strategies/reciprocal_teaching</span></p>
<p><span style="font-weight: 400">The Cornell Note-Taking System and Memory Recall</span></p>
<p><span style="font-weight: 400">https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/</span></p>
<p><span style="font-weight: 400">Deep Work and the Cultivation of Focus: Cal Newport</span></p>
<p><span style="font-weight: 400">https://www.calnewport.com/books/deep-work/</span></p>
<p><span style="font-weight: 400">Zone of Proximal Development and Social Constructivism: Lev Vygotsky https://www.simplypsychology.org/vygotsky.html</span></p>
<p><span style="font-weight: 400">The Attention Economy and its Impact on Education https://www.google.com/search?q=https://www.technologyreview.com/2021/08/24/1032331/the-attention-economy-is-reshaping-education/</span></p>
<p><span style="font-weight: 400">The Opportunity Cost of EdTech Investment: A Fiscal Analysis https://www.google.com/search?q=https://www.brookings.edu/articles/the-cost-of-educational-technology/</span></p>
<p><span style="font-weight: 400">Neuroscience of Social Engagement in the Classroom https://www.nature.com/articles/s41539-017-0012-7</span></p>
<p><span style="font-weight: 400">The Case for Physical Manipulatives in Secondary Education https://www.google.com/search?q=https://www.nctm.org/Research-and-Advocacy/research-brief-and-clips/Manipulatives/</span></p>
<h1><b>Author bio</b></h1>
<p><span style="font-weight: 400">Julian is a graduate of both mechanical engineering and the humanities. Passionate about frugality and minimalism, he believes that the written word empowers people to tackle major challenges by facilitating systematic collaborative progress in science, art, and technology. In his free time, he enjoys ornamental fish keeping, reading, writing, sports, and music. </span><span style="font-weight: 400">Connect with him here </span><a href="https://www.linkedin.com/in/juliannevillecorrea/"><span style="font-weight: 400">https://www.linkedin.com/in/juliannevillecorrea/</span></a></p>

How Teachers Can Make Learning More Engaging Without More Technology
