International assessments reveal a negative correlation between excessive technology use and student performance, yet fewer than one in four countries have banned smartphones in schools, according to the UNESCO Global Education Monitoring (GEM) report. The report underscores that even the mere presence of mobile devices can significantly distract students and negatively impact their learning experiences.

The integration of technology in education has been rapid, with classrooms increasingly replacing traditional tools such as paper and pens with digital devices. The GEM report points out that although digital technology can enhance learning, its overuse can lead to increased distractions and lower academic performance. A meta-analysis included in the report highlights that mobile phone use has a small but noticeable negative effect on educational outcomes, particularly at the university level, where distractions and time spent on non-academic activities are more pronounced.

The report also notes that the use of smartphones and computers beyond moderate levels disrupts both classroom and home learning environments. It emphasizes that the use of these devices must be carefully managed to avoid detrimental effects on students’ academic performance. Specifically, incoming notifications and the mere presence of mobile devices are found to divert students’ attention from their tasks, leading to decreased recall and comprehension.

Furthermore, the report details that excessive use of social media in educational settings contributes to academic distraction, negatively impacting learning outcomes. Data also indicate that resources allocated to technology might divert attention from critical needs in lower-income countries, where basic educational resources like textbooks and classroom infrastructure are lacking.

UNESCO calls for clear objectives and principles to guide the use of technology in education to ensure it supports learning without causing harm. The report acknowledges that technology’s rapid evolution complicates efforts to evaluate its impact and formulate effective policies. It stresses the importance of ongoing research and adaptable policy-making to balance the benefits and risks of digital tools in education.

The report also touches on the broader implications of technology in education, noting that the rapid advancement of tools such as generative artificial intelligence raises new challenges. It underscores that not all technological change equates to progress and warns against implementing technologies without fully understanding their implications. The report concludes by advocating for a cautious approach to integrating technology in education, ensuring that changes benefit learners and do not replicate issues observed during the COVID-19 pandemic when sudden shifts to distance learning left many students behind.

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