By Anita Samuel
There’s a hidden curriculum in every classroom—what students are expected to know but are never directly taught. When it comes to technology, that hidden curriculum is growing fast.
We assume students already know how to use tools like Google Docs, discussion boards, or citation managers. We assign digital projects without realizing that “simple” instructions—upload here, comment there, format like this—can feel like a foreign language to some learners. Students who can’t keep up with the technology may fall silent, turn off cameras, or quietly drop out of participation.
And it’s not just about access or age. Tech confidence varies widely. A student who can edit videos for TikTok might have no idea how to create a slide deck or insert references in APA format. Another might have the skills, but not the right device or bandwidth to use every tool smoothly.
So what can we do?
- Name the tools. Don’t assume students know them. Walk through how each one will be used, and explain why it matters for learning.
- Offer low-stakes practice. Let students try a tool in a no-pressure way before it counts for a grade.
- Provide quick guides. A one-page visual or short demo video can make a big difference.
- Stay flexible. Allow alternative ways to complete tasks when tech becomes a barrier, not a bridge.
When we make the hidden curriculum visible, we remove shame and open doors. Students feel supported, not judged. They participate more, and they learn more deeply—both online and in person.
It’s not about assuming less of our students. It’s about assuming less familiarity and teaching what’s often left unsaid. Because knowing how to learn with technology is just as important as the content itself.