The debate on screens in the classroom: myths and realities
Abstract
The use of screens in classrooms has sparked an intense debate, driven by concerns about the potential risks of technology and its impact on education. Recently, several autonomous communities in Spain have regulated the use of mobile devices in schools, reflecting a trend toward more restrictive approaches. However, these measures do not always consider the pedagogical role of technology, leaving the discussion on its integration in classrooms a complex and ongoing issue. This article analyzes some of the most recurring myths and misconceptions about the use of technology in education: the belief that tech elites educate their children without screens and the case of Sweden and its proposed "de-digitalization." It concludes that the cases of Silicon Valley and Sweden, far from being extreme decisions, are shaped by their contexts and do not represent a complete rejection of technology. Instead, they call for critical reflection on how to integrate it effectively into education. The article emphasizes the need to move beyond dichotomies in research, such as "screens versus books," and to adopt pedagogical approaches that integrate technology in a contextualized manner. It highlights the foundational principles of Educational Technology, which argue that technological innovation does not automatically lead to educational improvement and that teachers remain the most significant factor in effective technology integration. Regulation must be accompanied by education, as only by training students in the critical and responsible use of technology can they successfully face the challenges of today's digital world.
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