Personal learning devices in schools boon (helpful) or bane (harmful)?

Personal learning devices in schools boon or bane?

A 'boon' is something beneficial or helpful, while a 'bane' is something that causes harm or distress. The introduction of school-issued iPads and Chromebooks was meant to usher in a new era of digital learning, preparing students for a tech-driven future. The introduction of school-issued iPads and Chromebooks was meant to usher in a new era of digital learning, preparing students for a tech-driven future. However, recent cases from Singapore highlight a growing concern: Are these devices actually hindering the learning process rather than enhancing it?

Reports show students spending significant time on entertainment apps during school hours, bypassing management software designed to limit distractions. These anecdotes beg the question—how well-prepared are schools and parents to manage the responsibilities that come with digital tools?

While devices like iPads and Chromebooks can indeed foster a dynamic learning environment, this technology's benefits are heavily reliant on proper guidance and usage monitoring. In an ideal world, such tools promote creativity, collaboration, and access to vast educational resources. But reality is often messier: students exploit loopholes in device management systems, leading to distractions that counteract the intended educational benefits.

The struggle is partly due to the adaptability of students. Many quickly find ways to bypass restrictions, such as creating new accounts or resetting parental controls. This adaptability, while impressive, highlights a glaring issue: the limited effectiveness of current control measures and a lack of comprehensive digital literacy education. Without sufficient digital literacy, students may not fully understand the consequences of their actions or the value of using these devices responsibly.

A recent article in The Sunday Times titled "BOON OR BANE? Personal learning devices in schools" by Elisha Tushara highlights similar concerns. One parent discovered that their 13-year-old son spent only 18 seconds on Google Classroom but more than three hours on entertainment apps like YouTube and TikTok during school hours. Teachers have also observed students finding ways to bypass device management systems, allowing them to access gaming and entertainment content. Despite the Ministry of Education's efforts to implement software like Mobile Guardian to limit distractions, many students have figured out how to circumvent these restrictions.

The fact that students are able to outsmart these restrictions so easily indicates that the current approach is insufficient. It raises questions about whether we are focusing too much on external controls rather than instilling internal discipline. Relying solely on technological barriers without emphasizing self-control and digital responsibility might be a short-sighted approach. Schools and parents need to do more to help students develop the skills needed to navigate a world filled with distractions.

The Ministry of Education (MOE) argues that these devices are essential for developing digital skills and good habits in a tech-saturated environment. But is the onus solely on the students? Parents express frustrations with insufficient guidance on managing these devices effectively, and teachers are left dealing with distracted classrooms. This shared responsibility requires schools, parents, and technology providers to work closely to develop practical, adaptable solutions. Simply distributing devices and installing blocking software is not enough—there needs to be a strong support system in place to ensure students are equipped to use these tools responsibly.

Effective use of personal learning devices (PLDs) is more than just installing blocking apps; it involves building a culture of self-regulation, accountability, and understanding the purpose of these tools. Students need to be taught not just how to use technology, but also how to responsibly integrate it into their lives. This includes helping them understand when technology can enhance learning and when it can become a hindrance. Teachers need adequate training to effectively guide students in using these devices as learning tools, and parents need comprehensive support to manage their children’s device usage at home.

Moreover, digital tools should not replace essential social and physical activities. Reports of students isolating themselves during recess to continue using their devices are troubling. Education should be holistic, fostering social skills and physical well-being alongside academic learning. Over-reliance on technology can undermine these crucial aspects of development. Students need opportunities to engage with their peers, develop interpersonal skills, and participate in physical activities—elements of education that technology cannot replace.

Another concerning aspect is the impact on the student-parent relationship. Many parents feel like they are in a constant battle with their children over device usage. As highlighted in The Sunday Times article, parents have reported feeling like they need to "outwit" their children to prevent misuse of school-issued devices. This struggle not only places an additional burden on parents but also affects trust within the family. When students find ways to bypass controls or deceive their parents, it creates an environment of conflict rather than cooperation.

Ultimately, school-issued devices like iPads and Chromebooks represent a powerful double-edged sword. They have the potential to revolutionize learning but also to become significant distractions if not managed thoughtfully. Schools, parents, and policymakers must collaborate to strike a balance between harnessing technology's educational potential and safeguarding against its misuse. This collaboration should involve open communication, ongoing digital literacy education, and the development of effective strategies for managing device usage both at school and at home.

We must ask ourselves—are we equipping students with the tools they need, or simply handing them a gateway to distraction? The goal should be to create an environment where technology enhances learning, fosters independence, and supports holistic development. Without careful planning and concerted effort, the promise of digital learning could easily be overshadowed by the pitfalls of unchecked distraction.

What do you think?

Reference:

https://www.pressreader.com/singapore/the-straits-times/20241020/281517936589417?srsltid=AfmBOopSo1A3HWY9uMPcqZ2ylDZlr6QjwaQZyqz97dhl_8ADRVVdadCP  (Elisha Tushara, ST, 20/10, pA2)
https://tnp.straitstimes.com/news/singapore/are-school-issued-ipads-chromebooks-distraction-class (Elisha Tushara, TNP Online, 20/10)