By OECD Director for Education & Skills Andreas Schleicher and Vodafone’s Chief External & Corporate Affairs Officer Joakim Reiter.
The use of digital devices in schools is hotly debated, with impassioned supporters and opponents regularly debating their effectiveness. In recent years studies have raised concerns about their downsides, including the OECD’s PISA test which linked digital distractions to lower maths performance.
A growing number of countries have also banned smartphones in education settings due to excessive screen time, reduced classroom focus, and cyberbullying. However, a new pilot study suggests that targeted use of digital tools like phones can support learning.
730 15-year-old students from 46 schools in Germany took part in trial tests from November to December 2022, conducted by the Leibniz Institute for Research and Information in Education Research in collaboration with the OECD, with support from the Vodafone Foundation and the Bertelsmann Foundation.
This exploratory study involved various interactive tasks, such as simulating the impact of tourism on a marine eco-system or programming a machine that can speak with dolphins. Researchers could assess how students learn, but also see how student learning develops through failure and the application of digital tools to solve problems.
The study found that students who use digital tools in core subjects such as mathematics, science and languages exhibit superior problem-solving skills when using digital technology. The benefits were particularly evident in areas like computational thinking and self-regulated learning.
Students who regularly engaged with digital technologies in class scored up to 15 percent higher in test runs for new modules for the OECD’s PISA 2025 test, called Learning in a Digital World. PISA is the OECD’s flagship test that assesses 15-year-old students in maths, reading and science.
The study’s findings suggest that digital technologies – if used correctly in the classroom – can enhance individual learning, making it more engaging and effective. The key is ensuring technologies are used in appropriate situations that benefit students and enhance the learning experience. Currently this is not always the case. However, the pilot tests point to a future where digital devices can be integrated into education environments when done thoughtfully and strategically.
As part of the test, students were surveyed about their opinions on digital tools. More than 70% agreed that digital tools make it easier and more interesting to learn complex content, with a similar proportion finding technology supported their ability to retain knowledge.
However, the survey also revealed that student consumption of digital resources in school tended to focus on traditional activities. Using the internet for research, watching videos and reading online were among the most frequent activities at school. In contrast, more innovative uses for technology – such as creating a computer programme or programming robots – were relatively rare.
While the debate over digital devices in schools will continue, this pilot study highlights the potential benefits of their targeted use. By integrating digital tools thoughtfully and strategically, educators can enhance learning experiences and tackle the digital divide by helping all students to develop crucial skills for the digital age. The key lies in finding the right balance and ensuring that technology serves as a tool for enrichment rather than a source of distraction.
