SIMPLY giving students content isn’t enough. EdTech is most effective when it gets students involved — helping them grasp complex ideas, think critically, and stay motivated, even in tough learning conditions.
In a conversation with The Manila Times, Ryan Lufkin, vice president of global academic strategy at Instructure, shared insights on how to make this happen. Instructure is the company behind Canvas, a learning platform widely used by universities in the Philippines and around the world.
Lufkin xplained that technology works best when it’s part of daily teaching, not added as an afterthought. It should reinforce the curriculum, align with institutional goals, and be paired with ongoing teacher support. That’s when real progress happens.
What PH can learn from other countries
Lufkin cited Vietnam, Uruguay, and South Korea as examples. In Vietnam, structured digital programs and nationwide teacher training have boosted literacy. Uruguay’s Plan Ceibal shows how long-term investment in educators improves learning outcomes. South Korea is testing AI tools in public schools to personalize instruction and support students more effectively.
“What we’re seeing globally is that better outcomes emerge when technology is not treated as a standalone tool, but rather as an integral part of a broader instructional ecosystem — one that includes curriculum alignment, teacher capacity building, and supportive policy frameworks,” Lufkin elaborated.
In the Philippines, schools with strong Canvas results tend to have clear rollout strategies. “At the institutional level, we consistently see that the universities achieving the most with Canvas Learning Management System (LMS) are those that prioritize teacher training and empowerment. When institutions align their learning management system with a hybrid learning approach and clear pedagogical vision, the impact is always more effective and sustained,” he noted.
Practical steps for teacher development
Lufkin stressed that tech should deepen learning, not just deliver content. “Effective integration happens when technology is used to deepen, not just deliver, learning,” he continued. “It’s critical to align technology to pedagogy, not the other way around.”
He outlined low-cost strategies schools can try. One is peer coaching, where experienced teachers mentor others virtually. Another is microlearning — short training modules that quickly build skills, from classroom management to using AI for assessment.
Lufkin remarked, “At the center of all this is teacher empowerment. The most resilient learning systems are built where educators are trained, supported, and confident in using technology as a natural part of their daily practice.”
Scaling with a clear plan
One recurring mistake, according to Lufkin, is scaling too fast without teacher buy-in or institutional readiness. “Another is deploying multiple tools without integration, leading to fragmented experiences for both teachers and students,” Lufkin stressed.
Starting with clear goals, building teacher support, and consolidating tools into a single platform can make implementation smoother and reduce confusion. “Bringing tools together in a single LMS helps ease tech fatigue and makes the experience more seamless for users,” he added.
Even in areas with unreliable power and internet, schools shouldn’t wait. “We have to acknowledge ongoing challenges with power, internet connectivity, and access to devices, especially in rural areas. But waiting for perfect conditions isn’t an option. It is important to move forward by adopting mobile-first, low-bandwidth solutions and building digital strategies in phases,” he emphasized.
Planning ahead
for disruptions
Lufkin noted that consistent LMS use makes transitions during disruptions much smoother. With communication tools, assessments, and lesson plans integrated into one system, both students and teachers experience less stress. He also emphasized the need for inclusive systems that reflect students’ realities, including financial situations, location, and learning needs.
“Too often, LMS platforms are treated as content repositories,” Lufkin said. “The real value comes when teachers use them for real-time engagement, feedback, and active learning, making the platform a meaningful part of the daily learning experience.”
An inclusive education system enables all students to participate in meaningful learning, regardless of their location, financial circumstances, or preferred learning style. As Lufkin pointed out, when schools adapt to meet students where they are, everyone receives a fair chance at a quality education.
Putting teachers at the center
For Lufkin, EdTech is most effective when it supports what teachers already do. When technology is part of everyday teaching, it helps teachers respond to different learning styles and the rhythm of their classrooms. For students, it creates more chances to stay engaged and take an active role in their learning. When used well, EdTech strengthens what good teaching already does best: building strong connections, making lessons clear, and tracking real progress.
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