The Organization for Economic Cooperation and Development (OECD) has released a report looking at the impact of screens on students’ academic performance and well-being. The report, based on data from the 2022 edition of the Programme for International Student Assessment (PISA), highlights both the positive effects and risks associated with digital technology. Andreas Schleicher, Director of Education and Skills at the OECD, noted that while digital technology has positive effects, there are also significant negative effects that governments need to address. The report calls for a concerted effort to combat digital distractions in schools.
According to the OECD report, no country surveyed is immune to the risks associated with digital technology, and the organization is calling for action to address distractions in classrooms. While France falls within the average of OECD member countries in terms of digital distractions, it is one of a dozen countries that has banned cell phones in schools since 2018. However, many students still have phones in their pockets, pencil cases, or backpacks and frequently use them during breaks at school or during lunch. The extent of digital distractions was particularly high among French students in second grade, with 58% reporting being distracted by digital devices in class and 53% by another student’s phone.
The OECD report highlights that digital distractions not only disrupt learning but also have a tangible impact on academic performance. The organization notes that the use of digital devices in classrooms has become a double-edged sword, as they can provide access to learning resources and offer flexibility, but can also lead to distractions that affect students’ concentration and results. Andreas Schleicher suggests that the increasing presence of screens in students’ lives may be contributing to a decline in overall academic performance, as observed in the 2022 PISA results. Additionally, the report reveals that 43% of French students feel nervous or anxious when their phone is not nearby, indicating a negative impact on adolescents’ well-being.
The OECD report serves as a catalyst for renewed debate on the use of digital devices in classrooms. It underscores the importance of addressing the balance between the educational benefits and distractions associated with digital technology. While digital devices have the potential to enhance learning and inclusivity in schools, they also pose challenges that can impact students’ performance and well-being. The report highlights the need for proactive measures to minimize digital distractions and ensure that students are able to effectively utilize technology for educational purposes.
In conclusion, the OECD report sheds light on the complex relationship between screens, academic performance, and well-being among students. It underscores the need for a comprehensive approach to address the challenges posed by digital technology in schools. By acknowledging both the benefits and risks associated with digital devices, policymakers and educators can work towards creating a balanced and conducive learning environment that maximizes the potential of technology while minimizing distractions. The report serves as a call to action for governments and education stakeholders to prioritize strategies that promote responsible and effective use of digital technology in schools.
