In 2016, Grammar’s previous principal John Vallance expressed concerns about the use of iPads and screens in classrooms, stating that they were a distraction from traditional teaching methods and hindered classroom conversation. The school has since transitioned to using laptops that teachers can book for students to use when necessary. While some school leaders have embraced the use of digital devices for all students, little thought has been given to how it actually improves the classroom environment. At Grammar, laptops are only used for specific tasks like assessments, research, and group presentations, with a focus on maintaining handwriting skills as well.
While Grammar restricts the use of screens for class work, many other schools expect students to use devices like iPads, laptops, or Chromebooks starting in year 4 or 5, including for homework. The debate over screen use in schools has been ongoing, with governments implementing policies to limit smartphone use and inquiries examining the impact of screen time on education. Despite concerns, Australian schools are among the top users of technology in education. Grammar teachers have the option to use digital or traditional whiteboards in lessons, with a preference for minimizing technical difficulties during school hours to maximize teaching time.
Approaches to digital device use vary across schools, with some having a BYOD policy where parents are responsible for providing devices from primary school. Public schools in NSW have the autonomy to decide when technology should be integrated into teaching, while others, like Rose Bay Public, have an “opt-in” device program where parents are asked to purchase specific technology. Experts like Matt Bower from Macquarie University emphasize the need for technology to be introduced gradually and monitored closely in classrooms to ensure students are using devices effectively for research and critical thinking.
Grammar’s current principal Malpass emphasized the importance of maintaining focus in the classroom, especially with the prevalence of distractions like laptops and iPads. The school’s approach to limiting screen use is reflected in their teaching practices, with a belief in the importance of handwriting skills for exams. While laptops are useful for specific tasks, they are not the default option for daily lessons. Teachers like Lizzio at Grammar are not against technology but choose to prioritize teaching time over troubleshooting technical issues, utilizing tools like traditional whiteboards to enhance learning.
As the debate over screen time in schools continues, it is clear that there is no one-size-fits-all approach to integrating technology into education. Schools like Coogee Bay Public opt to provide a bank of laptops for student use instead of implementing a BYOD policy. The key is to carefully monitor and support students as they use devices in the classroom, allowing for research and critical thinking skills to be developed while minimizing distractions. Ultimately, the use of technology in education should be approached thoughtfully and in a way that enhances the learning experience for students.
