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      When we set out to study pandemic-related changes in schools, we thought we’d find that learning management systems that rely on technology to improve teaching would make educators’ jobs easier. We believed technology would mean positive stimulus to teachers. Instead, our data and analyses showed that teachers whose schools were using learning management systems had higher rates of burnout.

      During the phenomenon of the covid-19 pandemic, when schools across the country were under lockdown orders, schools adopted new technologies to facilitate remote learning during the crisis. These technologies included learning management systems, which are online platforms that help educators organize and keep track of their coursework.

     We were puzzled to find that teachers who used a learning management system such as Canvas or Schoology reported higher levels of burnout. Ideally, these tools should have simplified their jobs. We also thought these systems would improve teachers’ ability to organize documents and assignments, mainly because they would house everything digitally, and thus, reduce the need to print documents or bring piles of student work home to grade.

   However, the data told a different story. Instead of being used to replace old ways of completing tasks, the learning management systems were simply another thing on teachers’ plates.

(David T. Marshall, Teanna Moore & Timothy Pressley, 01.07.2025. Disponível em: https://theconversation.com. Adaptado)