A large body of evidence demonstrates that the billions of dollars invested in tablets, laptops, and high-speed internet has more downsides than most people expect, according to an article in Psychology Today.
An international study by the Organization for Economic Co-operation and Development (OCED) examined standardized testing data from 15-year-olds across dozens of countries. They found that students who used technology the most in school tended to perform worse on assessments than those who used it moderately. Students in East Asian nations — where schools intentionally limit technology use and favor traditional instruction, particularly in math — consistently performed better on math assessments.
A similar assessment conducted by the Reboot Foundation analyzed data from across the globe. One data set from the 2017 National Assessment of Educational Progress looked at Wisconsin fourth graders who used tablets frequently in classes and found the students scored about nine points lower than those who didn’t. The achievement gap between high- and low-technology users was largest among low-income students.
A separate analysis found that the more hours American students spent daily on computers doing English language arts, the lower their reading scores. The same analysis found that students in France who reported using the Internet every day for more than six hours in school scored 140 points lower on the Program for International Student Assessment’s reading assessment, which evaluates literacy in 15-year-olds, than students who reported no internet time.
But researchers say the evidence demonstrates that technology can also be used to promote learning. The Reboot study found that using computers for research is associated with higher reading scores. And a meta-analysis of 36 studies published by Harvard researchers found there are literacy and math apps that do support learning.
The OECD study found that nations with the best-performing students were more likely to use technology to connect and train teachers, instead of just putting devices in students’ hands. Schools that used technology to support teacher collaboration, professional development, and lesson-sharing saw better outcomes than those that focused primarily on student-facing devices.
The evidence suggests that technology in the classroom can support or harm learning, depending on how it’s used. The evidence shows:
- Students who use technology moderately tend to outperform both those who use it heavily and those who rarely use it.
- Research on early screen exposure consistently shows that children who spend more time in front of screens have poorer developmental outcomes.
- Parents and schools should look for programs based on educational research.
- Technology is most effective when it supports instruction. Teacher training and well-planned technology use make a big difference.
To support student learning, the research shows moderate levels of technology use that supports broader educational goals works best.
Psychology Today
