In contemporary education, a significant challenge is the disparity in how technology is used and perceived by teachers. Traditional methods such as handwriting are often valued more highly than digital inputs like voice typing or typing. This bias results in a disproportionate focus on teaching basic reading and handwriting skills, rather than exploring the diverse ways students can engage with content. This traditional focus can act as a barrier to learning, holding students back from fully engaging with material through various modalities. For instance, students with dyslexia may struggle with spelling and reading, but this should not limit their ability to learn. Technology offers alternative methods for these students to interact with educational content. A student can upload a document and use a screen reader to listen to it. They can then use voice typing to create their responses and use the screen reader again to review their work. Despite these available technologies, their use is often delayed until much later in a student's educational journey, typically not until the exam years. Early intervention and normalisation of these tools can create a more inclusive and effective learning environment from the start. The challenge can be summarised as follows: Highlighting Effective Learning Methods: Understanding and demonstrating how different students achieve their best results with various input methods, such as handwriting, typing, and voice typing. Normalising Technology-Based Approaches: Promoting the use of technology as a standard practice to cater to diverse learning needs, thereby creating an inclusive learning environment. Changing Perceptions: Shifting the mindset of educators and stakeholders to view non-traditional input methods as equally valid and valuable in the learning process.