Concerns are growing among educators and parents regarding the extensive use of school-issued devices like iPads and Chromebooks in classrooms. While intended for learning, these devices often lead to significant student distraction, raising questions about their overall impact on education. This issue surfaces even as many schools have implemented restrictions on personal cell phone use.
Key Takeaways
- School-issued devices contribute to widespread student distraction.
- Parents and teachers report students playing games and scrolling on devices during instructional time.
- Research suggests handwritten notes may improve memory more than digital input.
- Some districts adopted technology for cost savings or data tracking, not always for student benefit.
- States are implementing policies to restrict personal cell phones, but classroom device limits are the next challenge.
Distraction in Digital Classrooms
Many teachers and parents have expressed validation regarding the negative impact of excessive screen time in educational settings. Despite rules against personal cell phones, students frequently use school-provided tablets and laptops for several hours daily. This often involves playing games or watching short videos, even during homework sessions.
Educators describe classroom distractions as a constant challenge. They feel like they are engaged in a game of "Whac-A-Mole," continuously redirecting students away from non-academic content on their devices. These accounts highlight a widespread problem, indicating it is not isolated to a few students or schools.
"Post-COVID, you couldn’t pry these things from their cold, dead hands," said Jeff Krause, a recently retired science teacher from Edina High School. "It was nearly universal. We found that multiple students were highly distracted, multiple tabs on their browsers, multiple shopping websites and social media galore."
Screen Time Statistics
- Sixth-graders spend an average of 2 hours and 24 minutes daily on school screens.
- This accounts for over one-third of their instructional time.
- Students in grades 1-12 spend an average of 98 minutes on school-issued devices during the school day.
The Shift Away from Traditional Learning
Mr. Krause, an early supporter of educational technology, noted a decline in student socialization and collaboration after devices became common. His department eventually reduced device reliance, reintroducing more paper-and-pencil activities. This decision was based on observed distractions and research.
Studies suggest that writing by hand improves memory and learning retention more effectively than typing on a device. This research informed the shift back towards traditional methods in some classrooms. The overreliance on screens can begin early in a student's academic life.
Early Education and Device Challenges
A St. Paul Public Schools elementary teacher, who wished to remain anonymous, shared issues after her district adopted a new math curriculum heavily dependent on iPads. Many second-graders struggled with basic login procedures. Others were determined to play games or browse YouTube instead of engaging with the curriculum.
This teacher expressed concern that districts might prioritize cost savings or data tracking over student learning when integrating technology. She noted the limited options for parents seeking elementary schools with minimal technology use, highlighting the two Waldorf schools in the Twin Cities as rare exceptions that avoid 1:1 technology models.
1:1 Technology Explained
1:1 technology refers to educational programs where each student receives a dedicated digital device, such as a laptop or tablet, for use in school and often at home. The goal is to personalize learning and enhance access to digital resources.
Policy and Parental Advocacy
There has been a notable shift in how families approach personal smartphone use. This cultural change has led to increased advocacy for stricter policies in schools. Casey Mock, senior policy director for the Anxious Generation, points to progress in addressing personal phone use in schools.
Currently, 19 states have enacted legislation restricting cell phone use in schools from the start to the end of the school day. Minnesota, however, only requires districts to adopt a policy, without specifying its scope or strictness.
Parents are increasingly taking a stand against early smartphone access and social media for their children. They encourage outdoor play and advocate for phone bans in classrooms. However, these efforts are often undermined when schools provide similar devices without strong controls.
The Next Frontier: Classroom Device Limits
Experts believe the next challenge will be setting limits on tablets and laptops used for instruction. This battle is expected to be more complex because devices like Google Chromebooks and various educational apps are deeply integrated into modern teaching practices.
"These companies make money not on classroom results, but on selling kids’ data," stated Casey Mock, highlighting a potential conflict of interest in the adoption of educational technology products.
Balancing Technology and Traditional Methods
Despite the challenges, technology in education offers significant benefits when used thoughtfully. Edward Reiff, a chemistry teacher at Como Park High School in St. Paul, believes the advantages outweigh the drawbacks with responsible implementation.
In his class, students work in small groups, taking notes on paper. They then take a photo of their notes to submit. Mr. Reiff circulates, answering questions and providing mini-lessons. This approach balances digital submission with traditional note-taking.
- Equalized Access: Devices can bridge income disparities by ensuring all students have access to digital resources.
- Accessibility: Technology is crucial for students with visual impairments and dyslexia.
- Flexible Learning: Online curricula allow students to catch up on work after absences and learn at their own pace.
- Engagement: Technology can engage non-traditional learners and support creative expression.
Mr. Reiff noted that his students have used video to master and explain concepts, a medium that resonates with them. He emphasizes the balance between consumption and creation in technology use.
"Being effective with technology in the classroom is often that balance between consumption and creation," Reiff wrote. "When students create authentic content, it rewires their brains to make more meaningful connections. The investment is very worthy."
Ongoing Challenges and Parental Action
Mark Domeier, a middle-school English teacher in southern Minnesota, uses Chromebooks daily but sometimes requires students to close them during direct instruction. He also employs GoGuardian software to monitor student screens, aiming to teach responsible digital use.
"It is our responsibility to prepare kids for the future, one that involves technology," Domeier said. "We have to — with the help of their parents, hopefully — teach them how to balance their work with wanting to play some block game."
However, many children struggle to resist the temptation of games and videos. One parent shared that her sixth-grade son, attending a suburban school, saw his math grades improve significantly after his teacher switched back to paper-based assignments. Other teachers agreed to monitor his screen time and use physical materials when possible.
The parent stated, "The dopamine hit the games and YouTube provide are a lot for a 12-year-old to ignore." This experience prompted similar conversations with her own middle-school son's teachers and counselor. His school quickly blocked a gaming website after a swastika appeared on his school-issued iPad.
Addressing this issue requires a collective effort. Schools must ensure teachers receive training in thoughtful technology integration. Districts should maintain tech specialists and monitoring software, even when budgets are tight. Parents need to continue engaging in dialogue with each other, school leaders, and their children. Just as personal phones have been restricted, a re-evaluation of classroom technology is essential.
