More screens don’t always mean better learning |
Research suggests that the impact of technology in classrooms is mixed, with outcomes depending largely on how it is used rather than how much technology is present. While schools have invested billions in devices such as laptops and tablets, several studies indicate that heavy technology use can be linked to lower academic performance. An international study by the Organisation for Economic Co-operation and Development (OECD) found that students who used technology most frequently in school tended to perform worse on standardized tests than those who used it moderately. Similarly, analysis of U.S. education data showed that fourth graders who frequently used tablets scored about nine points lower than those who did not, roughly equivalent to a year of learning. Other studies have also linked extensive computer use in class with lower reading scores, while research on younger children suggests higher screen time in early childhood is associated with poorer developmental outcomes. However, research also shows technology can support learning when used effectively. Some studies have found that using computers for research and certain educational apps can improve literacy and maths outcomes, and that technology can benefit education when it supports teachers through collaboration, professional development, and lesson planning rather than simply increasing student screen time. Overall, the evidence suggests that moderate, well-structured use of technology, guided by teachers, produces the best educational results, while excessive or poorly designed use may hinder learning.
