Educators are still spending way too much time trying to control what kids learn, bending the content to their own purposes, hoping beyond hope to change - by using technology - but not change too much.

Greenberg’s remark criticizes a persistent impulse in schooling: adults’ desire to manage and instrumentalize children’s learning rather than trust learners’ autonomy. The line suggests that even when educators adopt new tools, they often do so to preserve familiar power structures—using technology to modernize delivery while keeping tight control over curriculum and outcomes. The phrase “hoping beyond hope to change—by using technology—but not change too much” highlights a contradiction: institutions want the appearance of innovation without the deeper, riskier transformation that would follow from letting students direct more of their own education. It reads as a warning that technological reform can become a way to avoid pedagogical reform.