Categories:
Editorial article published by EL ESPAÑOL
By: Ainhoa Marcos, VP Education Spain
The debate around the use of smart devices and digital screens in education has been reactivated in recent weeks, and often, we confuse the real central discussion about it. At the beginning of the year, this issue was already making headlines and attracting media attention, and during the last days of 2024, it became palpable once again.
From Sweden’s announcement to ban cell phones in the classroom to, for example, the intention of the Community of Madrid to regulate their use, political bodies are prioritizing this issue for future courses. Accepting technology in the classroom is a very polarized issue in society.
The analysis conducted on the data from the last PISA report also generated some controversy by linking the use of devices with students’ lack of attention, reinforcing the opinion of many parents. 85% of whom support their prohibition, according to a recent SocioMétrica barometer.
However, while some question their impact on learning, mental health, and social skills, international organizations such as UNESCO and the OECD recognize the value of using devices and technology for educational purposes. They also acknowledge their immense potential to prepare students for an inevitable digital future. We should rethink the question: Are we preparing students to be critical, creative, and responsible technology users in all aspects of their lives? This approach invites us to go beyond educational tools and integrate ethical, social, and technical competencies that empower students inside and outside the classroom.
It is crucial to distinguish between the use of technological devices for educational purposes and their use for leisure. While using mobiles for non-educational activities can be distracting and detrimental to learning, devices such as tablets or computers, containers of unlimited learning ecosystems, offer a unique opportunity to transform the educational process. They are a fundamental pillar in developing policies that rely on these tools to ensure inclusive, equitable, and quality education, included in Sustainable Development Goal 4 (SDG4).
Thus, screens are not bad per se, but we must be aware of the content and pedagogical methods with which they are fed to determine whether they are a tool to enhance learning. We focus on the use or not of screens as the end, when this instrument is the means to achieve the final objective with the students.
Screens have a triple function which, in these times and as the educational model is being articulated, are fundamental:
1. To support the teacher in the training process.
As a tool, technological devices for educational purposes multiply the opportunities and training resources for teachers to teach students in the best possible way. Thanks to videos, animations, or simulations, the training process is enriched, facilitating the teaching of the teaching professional and, therefore, the student’s learning.
This type of visual support is advantageous in STEM (Science, Technology, Engineering, and Mathematics) subjects, where abstract and technical concepts can be complex for students to assimilate.
Displays are the ideal complement to achieve an experiential component that is already necessary in all aspects of our lives. For example, an interactive simulation in a virtual environment far exceeds the limitations of classic graphics. This integration reinforces understanding while encouraging greater participation and motivation, thus facilitating the work of teachers and providing students with the possibility of having resources that adapt to their way of learning.
2. Expanding access to educational resources
They are also a window into the digitization of the classroom, allowing students to access a broader range of content. This allows for the adaptation of resources to different needs and learning styles and the personalization of the way each student is taught.
Digital resources offer diversity that adjusts to each student’s pace and capabilities. The possibility of adaptation is one of the greatest advantages offered by digital technologies.
In this sense, learning platforms and ecosystems can recommend exercises, readings, and assessments that address the areas where each student requires improvement. This contributes to more effective learning, reduces the gap between students, and promotes greater inclusion in the education system.
Teachers can also access data on how and what each student learns and adjust their content and methodology to promote knowledge assimilation.
3. Development of digital competencies of teachers and students.
Let us emphasize the importance of responsibly integrating technology into the classroom by promoting digital skills among teachers, students, and society in general.
Educational policies not only in Spain but also in Europe promote digital competence programs as a priority for educational systems; however, when it comes to the use of technology in the classroom, there are voices advocating its prohibition. Some voices advocate for its ban, which poses an apparent contradiction: how can we form digitally competent citizens and workers if the educational space becomes a time tunnel and a space of distorted reality where technology is absent?
Training is the answer to the digital challenge. The real challenge is to train students to use technology critically and creatively. Rather than banning it, we must teach them to use it as a tool for problem-solving, collaboration, and learning. The fear that technology will take their jobs away in the future is unfounded; what will keep them out of the job market will be their inability to adapt to an ever-evolving digital world.
The classroom, as a safe and regulated space, is the ideal place to develop these competencies. Here, students can learn to manage their time in front of screens, distinguish truthful information from misinformation, and apply digital skills in meaningful contexts. This training not only prepares students for the job market but also turns them into critical, responsible, and engaged citizens.
In parallel, technology facilitates collaboration thanks to the implementation of shared spaces such as forums, reading clubs, shared documents, or collaborative projects. These allow students to develop soft skills such as teamwork and problem-solving, which are essential for their professional future.
For screens in the classroom to fulfill their educational function, it is essential that their use be responsible and guided by a clear purpose. This requires a two-pronged approach: on the one hand, training teachers in the use of these technologies and, on the other, establishing clear policies that regulate how and when the devices are used. The key is not to ban screens but to ensure they are effectively integrated into the curriculum aligned with learning objectives.
If we face the challenge of educating in its responsible use, we will be sowing the seeds of a future in which our young people are competent and leaders in a digital world. The classroom must be where innovation and knowledge come together, where we train students to prepare for a changing labor market and digitally competent citizens.
Instead of focusing the debate on banning devices, it is time to redirect it to how we can maximize their positive impact in the classroom. Screens, when used with a pedagogical approach, are a powerful tool to complement teaching, expand access to educational resources, and improve the assimilation of complex content. The question is not whether we should use screens in the classroom but how we can best use them to transform education.