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Stephanie Gold. Learning Designer.

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Screens Have Taken Over Classrooms. Even Students Have Had Enough.

Educators question whether the rapid shift toward more technology has benefited learning

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21st century technology has reshaped how students learn, engage, and process information. While digital tools can enhance accessibility, collaboration, and personalization, this article raises a crucial question: are we diminishing deep thinking by over-relying on screens?

As someone who works in instructional design, online learning, and curriculum development, I see firsthand the benefits of technology when used intentionally. Digital tools allow students to explore concepts in interactive and adaptive ways, access materials beyond traditional textbooks, and receive real-time feedback. However, not all engagement is meaningful engagement. Simply keeping students busy on a device doesn’t guarantee deep learning or long-term retention.

One of the most overlooked aspects of learning is the need for low-stimulation thinking time. In an era of constant digital input, students rarely experience moments of quiet reflection, which we all know is the kind of mental space necessary for processing complex ideas, making connections, and fostering creativity. Research shows that writing by hand, reading print materials, and engaging in discussion without screens can improve comprehension and retention. As Chris Hayes notes in his article "I Want You Attention" (link in comments), the modern world has conditioned us to fear stillness, yet those moments of unstructured thinking are where true understanding takes root.

Rather than framing this as a "tech vs. no tech" debate, we should be asking: How can we design learning experiences that use technology to support (not replace) critical thinking, deep focus, and meaningful engagement? We need a balance where students benefit from the interactivity and adaptability of digital tools while also having opportunities to engage in deep, distraction-free thought.

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