In the ever-evolving landscape of education, a quiet revolution is taking place, one that challenges the dominance of screens in classrooms. This shift, marked by a growing aversion to laptops and tablets, is not just a reaction to the perceived harms of technology but a deliberate move towards a more balanced and traditional approach to learning. The story of schools reevaluating their screen usage is a fascinating one, filled with insights into the impact of technology on attention, learning, and the very essence of education itself.
The Seduction of Screens
The allure of technology in education is not a new phenomenon. Almost two decades ago, Kevin Rudd's digital education revolution brought laptops into high schools, and the trend continued with primary schools increasingly asking parents to purchase expensive computers. This integration of technology was seen as a way to enhance learning, but it also led to a gradual seduction by screens. Schools, like many institutions, fell for the promise of technology, believing it would make the learning process easier and more engaging. However, what many didn't foresee was the potential negative impact on attention and well-being.
The Reckoning and the Shift
The reckoning came in the form of growing concerns about the effects of smartphones and social media on attention and mental health. Schools, particularly in NSW, began to pull back, recognizing the need to strike a balance. The Central Coast Steiner School, for instance, stands out for its fierce aversion to screens, even refusing to be labeled as 'Amish'. Principal Rosemary Michalowski argues that schools have been seduced by the marketing around technology, but her school prioritizes academic performance, with students excelling in NAPLAN growth between years 3 and 5. The focus on handwriting, which enhances memory retention, is a key part of their strategy.
De-Screening in NSW
The trend towards 'de-screening' is evident in NSW schools. The Illawarra Grammar School, for example, has phased in the explicit instruction method, minimizing technology use in the classroom to reduce distractions. Principal Dr Julie Greenhalgh emphasizes the benefits of handwriting, stating that less technology has numerous advantages. Similarly, the Norwest Christian College introduced guidelines for iPad use, capping it at two to three hours per week for kindergarten to year 2 students and one hour per day for the rest of primary school. These guidelines reflect a growing awareness of the potential harm of excessive screen time, particularly on mental health and concentration.
The Complexity of Change
The shift away from screens is not without its complexities. The NSW Education Minister, Prue Car, acknowledges the growing concern about screen time, but also notes the challenges. The state government has commissioned research to understand the impacts of screens and screen addiction better. However, the move towards fully digital examinations for both the HSC and International Baccalaureate raises questions. Dr Julie McGonigle, head of St Andrew's Cathedral School, points out the contradiction in moving from low tech to no tech in the senior years when exam boards are moving towards digital examinations. This raises a deeper question about the role of technology in education and the need for a balanced approach.
The Way Forward
The story of schools reevaluating their screen usage is a call to action for a more thoughtful and balanced approach to technology in education. It is a reminder that technology should serve as a tool to enhance learning, not replace it. The benefits of handwriting, the importance of attention and concentration, and the need to protect mental health are all part of a larger conversation about the future of education. As schools continue to navigate this complex landscape, the focus should be on finding the right balance, ensuring that technology complements, rather than replaces, the teacher and the learning experience.
In my opinion, the de-screening movement is a fascinating development, one that reflects a growing awareness of the potential harms of technology and a desire to protect the well-being of students. However, it also raises important questions about the role of technology in education and the need for a more nuanced approach. The future of education will likely involve a blend of traditional and technological methods, and it is up to educators and policymakers to navigate this complex landscape wisely.
