Redefining Technology’s Role in Education and Human Connection

At a time when technology continues to redefine how people communicate, learn, and interact, a new generation of founders is beginning to challenge one of its core assumptions.

For over a decade, the dominant question in technology has been: How do we capture more attention? But for the founders of LockedIn, the question is different: What happens when we start giving attention back?

This shift in perspective did not emerge from a research lab or a venture-backed think tank. It came from something far simpler and far more immediate.

It came from everyday life inside a school.

The Moment the Problem Became Impossible to Ignore

Brian Ohebshalom and Noah Fakheri, co-founders of LockedIn, did not set out to build a company. They set out to understand a change they were witnessing in real time.

At first, it was subtle. Conversations at lunch became shorter. Moments of downtime were no longer shared experiences, but individual ones. Even when students were physically together, something felt different.

“At lunch, we would try to talk, play ping pong, or just spend time together,” they recall. “But more often than not, everyone was sitting next to each other, scrolling on their phones.” What stood out was not just the presence of devices, but the absence of connection.

The school environment, once defined by interaction, spontaneity, and shared experience, was beginning to feel fragmented. The turning point came during a school programming day when phone restrictions were temporarily lifted. “The contrast was immediate,” they explain. “Even sitting with close friends, conversations stopped. Everyone was on their phones. That’s when it became impossible to ignore.”

In that moment, the issue revealed itself not as a matter of discipline, but of design.

Beyond Distraction: A Structural Shift in Behavior

As the founders looked more deeply, they realized the problem extended beyond social interaction. Research from leading voices in behavioral science and psychology pointed to a broader pattern: constant digital engagement was affecting attention spans, learning outcomes, and even long-term cognitive development.

But perhaps more importantly, it was reshaping behavior at a systemic level. “This isn’t just about students choosing to be distracted,” they explain. “The platforms we use every day are designed to keep us engaged. That’s their purpose, and they’re very good at it.” In other words, the challenge was not a lack of willpower. It was an environment engineered for interruption.

Within schools, this created a fundamental imbalance. Educators were expected to maintain focus in spaces where every student carried a device optimized to do the opposite. Policies attempted to fill the gap. Restrictions were introduced. Phones were confiscated, stored, or limited in use. Yet each approach encountered the same reality: behavior adapts faster than rules.

“If there’s a loophole, students will find it,” the founders say. “We knew that because we were those students.”

From Policy to System Design

LockedIn was built on a different premise, one that shifts the conversation from enforcement to environment. Rather than asking students to resist their devices, the platform removes the constant behavioral trigger altogether.

During school hours, phones become functionally unusable, eliminating the pull of notifications, social media, and continuous engagement. At the same time, the system preserves access to essential tools such as academic applications and communication when necessary, ensuring that functionality is not sacrificed. This balance reflects a more nuanced understanding of technology’s role.

“The goal isn’t to remove technology,” the founders explain. “It’s to redefine how it exists in a specific environment.” This approach aligns with a broader movement toward human-centered design, technology that adapts to user well-being rather than optimizing solely for engagement metrics.

Built From Within the System

One of the defining aspects of LockedIn is its origin. Unlike many education technology platforms developed externally, it was built by individuals who are deeply embedded in the environment it serves.

Brian and Noah have been building together since second grade. From small projects to early ventures, their approach has always been rooted in experimentation, iteration, and learning through doing. LockedIn represents the convergence of that experience with a problem that was both visible and personal. “We didn’t approach this as outsiders,” they say. “We were living the problem every day.”  This perspective has shaped not only the product, but its effectiveness.

Because the founders understood how students interact with systems and how they bypass them, they designed a platform that anticipates and prevents common workarounds. This insight addresses one of the most persistent challenges in the category: sustainability. A solution is only effective if it works in real-world conditions.

Restoring Alignment in the Classroom

The impact of LockedIn extends beyond individual behavior to the broader structure of the classroom. Traditionally, phone policies place teachers in an enforcement role, requiring them to monitor, correct, and discipline device usage throughout the day.

This dynamic often creates friction. Students, in turn, associate that friction not with the device, but with the authority enforcing its restriction. “What we saw was a breakdown in relationships,” the founders explain. “Teachers were put in a difficult position, and students pushed back.”

By removing the need for constant enforcement, LockedIn shifts this dynamic. Teachers are no longer required to compete with devices for attention, and students are no longer pitted against authority over phone use. The result is a more aligned environment, one where both sides operate toward the same goal. “The shift is from conflict to collaboration,” they say.

A Global Problem, Not a Local One

While LockedIn originated from a specific school experience, the issue it addresses is not confined to a single geography. Across education systems globally, the effects of digital overexposure are becoming increasingly visible. Students are more connected than ever, yet often less present. Access to information has expanded, but the ability to focus on it has diminished.

Importantly, this is not a future challenge. It is already shaping how the next generation learns, communicates, and forms relationships. “We’re not talking about something that might happen,” the founders note. “We’re seeing it happen right now.”

This immediacy is what positions LockedIn within a broader global conversation, one that extends beyond education into how society defines the role of technology.

Execution Under Constraint

Building LockedIn has not come without challenges. Balancing academic responsibilities with the demands of building a company has required significant sacrifice. Late nights, early mornings, and the constant pressure of execution have become part of the process.

“There are nights where we go to sleep at 2 a.m. and wake up at 5 a.m. for meetings,” they share. At the same time, the company has grown beyond its founders, requiring them to lead a team while continuing to develop the product. This transition from builders to operators has introduced a new layer of complexity.

“It’s no longer just about creating something,” they explain. “It’s about making sure everything continues to move forward.” Yet these constraints have also shaped their approach to entrepreneurship. “Having an idea is not enough,” they say. “What matters is how quickly you can execute, adapt, and solve problems.”

A Different Definition of Progress

As LockedIn looks toward the future, its vision is both ambitious and grounded.

Over the next three to five years, the company aims to expand across schools nationwide, followed by international growth. However, the founders are careful to define success not just in terms of scale but in terms of impact.

Their goal is to establish a new standard in which technology in educational environments is intentionally designed rather than treated as a default.

At its core, their mission is clear: “Reconnecting our nation’s students to each other instead of to their screens.”

The Beginning of a Broader Shift

LockedIn is part of a larger evolution in how technology is being understood and developed. For years, success in the digital economy has been measured by engagement, time spent, clicks, and interactions.

But as the long-term effects of this model become more visible, a new category of innovation is emerging.

One that prioritizes: focus over fragmentation, presence over distraction, connection over consumption. In this context, progress may not mean increasing usage. It may mean reducing it.

For the founders of LockedIn, that shift is not just an opportunity; it is a responsibility. Because in the end, the question is not how much time people spend on technology. It is what they gain or lose because of it.

And the answer to that question may define the next generation.