The debate about screens in schools is heated, emotional and often based on assumptions rather than facts. But what does research actually tell us?
Three Norwegian researchers recently addressed some of the most common myths in a debate, and their answers paint a far more nuanced picture.
Not all screen use is the same
A common claim is that all screen time is harmful. But this is a dangerous oversimplification, experts say.
A six-year-old and a sixteen-year-old have very different needs, and so do different subjects and teaching approaches.
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A screen is not a single tool with one effect, it can be used in many ways depending on age, content and the teacher’s digital skills.
Screens have not taken over schools
Even though almost every student has access to a tablet or laptop, printed textbooks have not disappeared.
Most school leaders report that they are satisfied with the balance between the two, something rarely reflected in the public debate.
Students are not just passive in front of screens
Critics often argue that screens make learning passive. But according to researchers, this largely depends on the teacher’s competence.
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Most teachers feel confident in using digital tools, though many wish for more professional development.
When used with purpose, screens can foster more engaging and interactive learning rather than less.
A screen-free school will not eliminate bullying
Some politicians suggest banning screens in order to reduce bullying. But experts dismiss this idea as naive.
Bullying is a social issue, not just a technological one. Schools with mobile bans still face bullying problems.
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Technology may play a role, but removing it will not solve deeper challenges in human interaction.
Printed textbooks are not automatically better
Critics often hold up printed books as the superior alternative. But researchers caution against romanticizing paper.
Some textbooks are outdated or contain problematic stereotypes, for instance about Indigenous people.
What matters most is not the medium, but the quality of the content.
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Teachers know more than they are given credit for
It is often said that teachers lack the skills to handle digital learning tools. But studies show that many teachers already feel competent in finding, evaluating and applying digital resources.
What they really ask for is deeper subject-specific training to make the most of these tools.
Screens during lunch breaks require nuance, not bans
Proposals for screen-free lunch breaks have sparked political debate. But researchers argue the approach should depend on age.
Younger pupils may benefit from story time, middle schoolers can watch children’s programs, and teenagers should simply be encouraged to get outside.
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Politicians often misunderstand classroom realities
Teachers frequently express frustration that political decisions on digital learning are made without real understanding of school life.
According to researchers, simplistic “on or off” debates fail to capture the complexity of how digital tools are actually used.
More digital competence can mean less screen time
It sounds paradoxical, but research shows that teachers with strong digital training often end up using screens less.
By applying them purposefully, they reduce unnecessary screen exposure and make sure time spent in front of a screen is focused and effective.
There is a lack of research in the field
Although the debate about screen use in schools is intense, there is surprisingly little research on the subject, especially when it comes to specific effects such as mobile phone use during school hours.
According to researcher Niamh Ni Bhroin, who was part of the Government’s Screen Use Committee in Norway, this gap has been clearly highlighted.
As a result, many of the conclusions in the public debate are based on assumptions rather than solid evidence.
More research is needed in order to make well-informed decisions about the role of screens in education.
This article is based on information from Forskning.no.