I can teach symbolic math effectively using clay tablet and reed pen today.
Numerical methods, however, would require at least minimal computing hardware.
I think there should be a guiding principle of using the least amount of tech in teaching any subject, just like principle of least privilege in cybersecurity.
You hit on the head something that I've been trying to put into words for a while now: it seems that the benefit of technology to increase learning appears to be a bell-shaped graph where for each combination of subject matter there is a sweet spot where the level of technological assistance becomes helpful but after which it replaces too much of your own internal neuron-connecting processes and inhibits learning.
That's a strong observation. And I'm wondering if humans will adapt; or if the intensity of "heat and light" required to "weld" connections together is non-negotiable.
Numerical methods, however, would require at least minimal computing hardware.
I think there should be a guiding principle of using the least amount of tech in teaching any subject, just like principle of least privilege in cybersecurity.