Education ministers are worried about technology use in schools. Should they be?
There is no comprehensive national data on how much time an Australian child spends on a device at school. The rules are just as patchy.
Australian education ministers are expressing concern over the amount of screen time in schools, as they grapple with the potential drawbacks of increased technology use. Phone use is already restricted in all public schools, and Victoria has implemented a cap on classroom device use for primary students. Federal Education Minister Jason Clare has suggested reverting to pen-and-paper NAPLAN exams to address concerns about literacy.
However, the evidence regarding the optimal use of technology in education is inconclusive. A recent OECD review found that technology alone does not guarantee educational improvement. With no comprehensive national data on device usage, and rules varying from state to state, it's challenging to determine the ideal amount of technology exposure for students.
Some schools, like Sydney Grammar, are adopting a technology-free approach, but there is no clear consensus on the best path forward. Experts warn that the quality of technology matters, and only a limited number of education products have proven effectiveness. There are concerns that over-reliance on technology could lead to "cognitive stunting," hindering the development of essential skills.
While technology is a necessary tool for future success, there is a lack of a coordinated Australian approach to evaluating and implementing technology in education. The focus should be on intentional device use, understanding what technologies replace or complement teachers, and establishing clear metrics to gauge the effectiveness of technology in the classroom.
Written by urgent.news from The Conversation AU's reporting — not their text. Machine-written — may contain errors; check the original before relying on it.
