After dedicating 23 years to the classroom, Nicholas Ferroni made a bold decision that caught the attention of millions. In an Instagram video viewed over 3 million times, the New Jersey high school teacher, who previously dabbled in acting, revealed his plan to reduce technology use this academic year and revert to teaching methods that thrived before the era of Google, laptops, and incessant notifications.
In his video, Ferroni discusses his pivot towards utilizing more paper, fostering eye contact, encouraging conversations, and engaging in hands-on learning. He argues that speed and efficiency do not necessarily equate to enhancing students’ critical thinking, creativity, and interpersonal connections. We reached out to Ferroni to inquire about the progress of his experiment, what “less tech” looks like in practice, and the insights he has gained thus far. Here’s our Q&A with him.
You can also follow Nicholas on Instagram here.
Q: You’re in your 23rd year of teaching. What led you to rethink how you were teaching this year when it came to technology?
Last year, I found myself searching for a change. I felt a strong sense of, I can’t do this anymore.
During the summer, I took the time to reflect on what had been most effective in my classroom. The pandemic forced many teachers, including myself, to rely on digital tools and online presentations. When we returned to in-person classes, we clung to the established tech systems—Chromebooks, presentations, and screens.
However, I noticed a significant decline in my students’ academic performance, critical thinking abilities, social skills, and their capacity to adapt and resolve conflicts. That was the moment I realized I had strayed too far from the teaching methods that had once made me effective.
I genuinely felt I was doing my students a disservice by keeping them glued to their Chromebooks throughout the class. I love my job and my students, but I recognized that this approach wasn’t advantageous for them.
When I first began teaching, I felt I was a much more effective educator, and my students thrived under that methodology. I decided, I need to return to what worked.
Q: What do you teach now?
At present, I teach 10th grade Honors U.S. History, 11th and 12th grade Humanities, and a course titled History Through Pop Culture and Mass Media.
Q: I know you were an actor before teaching. How did that experience shape your approach in the classroom?
Indeed, I was an actor before becoming a teacher. I appeared on a soap opera and, although I stumbled into it, I thought, I might as well pursue this. I quickly realized that acting didn’t fulfill me, despite continued opportunities.
After a year, I recognized that my true passion lay in teaching history. On days when I wasn’t filming, I began substituting at schools. When a position opened at my former high school, I applied and transitioned to full-time teaching.
I often say that every great teacher could potentially be a great actor, but not every great actor can be an effective teacher. Teaching involves performance and improvisation daily—except you’re delivering six shows a day to an audience that may not be interested.
Q: When did things finally begin to click for you as a teacher?
The initial four to five years of my teaching journey were quite challenging. I entered with high expectations, imagining it would be like Dead Poets Society—students hanging on my every word. I soon realized that content delivery was the least critical aspect of effective teaching.
It wasn’t until around my fifth year that I found my rhythm. This occurred when I reduced my lecturing time and embraced more risks. Shifting towards experiential, activity-based learning transformed my teaching experience.
Q: What does “less tech” actually look like in your classroom?
I won’t deny that there is still technology in my classroom; we use it for research purposes. However, three to four days a week, we engage in pen-to-paper activities. There are hands-on assignments that encourage creativity and personal expression.
Every other Friday, we dedicate a completely tech-free day where students can play board games, read, write, journal, draw, or color—no assignments, no screens.
Q: What changes have you observed in your students since implementing this approach?
Since adopting this method, my students have become more talkative, engaged, and compassionate. They are tapping into parts of their brains that typically remain dormant. Even my seniors, who are often disengaged, are participating actively. That’s been a significant shift.
Q: How do you discuss phone use and technology with students without creating a power struggle?
I approach this topic not as a disciplinary issue but as a matter of care. I discuss brain hacking—how technology is designed to keep them engaged. We delve into mental health topics and I explain the reasoning behind limiting phone and tech usage. I don’t expect them to abandon their devices, but I want them to comprehend the effects on their minds.
Sometimes, it’s just about demonstrating that it’s okay to disconnect. I assure them that we will be just fine without constant connectivity.
Q: What advice would you give to teachers who want to try this but feel overwhelmed?
Begin with simple steps. Consider a journal entry, a question written on an index card, or a notebook that remains in the classroom. Next year, I plan to provide notebooks for all my students to encourage regular journaling.
There’s always a way to take a digital assignment from Google Classroom and transform it into something tangible—something students can write on, feel, and see.
Q: Any final message for educators observing this journey?
Embrace the possibility of failure. Experiment with new ideas. Our most memorable moments—and our most effective learning—rarely occur in front of a screen. Being present is still our most powerful teaching tool.
Check out our video where Nicholas Ferroni elaborates on this initiative.
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