As a new year begins, many of us make resolutions to improve our well-being. But what about our relationship with technology? With constant digital exposure in our daily lives, now is the perfect time to consider a digital detox, especially in the classroom. While technology is an integral part of education, some educators are questioning its impact, concerned about the harm of constant digital use.
Curious about this emerging trend, I decided to explore the concept of digital detox to understand the issue better and discover what’s driving teachers to rethink their practices. In this article, I’ll share key insights and also offer practical solutions for achieving a more balanced approach to technology.
The problem with technology
The shift to online teaching during COVID-19 made technology and screen time essential aspects of education. While the integration of technology offers numerous benefits, excessive use can also bring its fair share of challenges, including negative impacts on physical and mental health.
The problems associated with excessive screen time can be divided into 3 main areas:
- physical health issues (eye strain, bad posture, sleep disruption, headaches, etc.)
- mental health concerns (stress and anxiety, depression, lack of concentration, etc.)
- academic challenges (distractions, reduced deep learning, digital overload, etc.)
To address these challenges, teachers and students alike are increasingly turning to digital detox, an approach for restoring balance in our tech-dependent educational environments.
But what is digital detox?
Technology is an inescapable part of our daily lives. We’ve become so intertwined with technology that the idea of completely unplugging is not only unrealistic but impractical.
However, digital detox doesn’t mean giving up technology entirely. Instead, it’s about developing a healthier and more ethical relationship with technology to reduce its negative effects. For example, is the use of smartphones or laptops really necessary in the classroom? Unplugging from electronic devices for a few hours a day may benefit students’ well-being and positively impact their learning.
As Brenna Clarke Gray from the Learning Technology Team at Thompson Rivers University (TRU) explains in an article, digital detox is not about abstinence but about mindful decision-making. The Learning Technology Team offers a different approach to digital detox, encouraging educators to critically examine what makes technology potentially harmful and to employ educational tools in a more ethical and thoughtful way. Every year, TRU hosts a digital detox project to help teachers reflect on the role of technology in their classrooms and explore how it interconnects with learning and teaching.
Digital detox strategies
As teachers, we can play a crucial role in helping students develop a healthier relationship with technology. Based on my readings and reflections, here are some strategies to guide students toward a more balanced and healthier use of digital tools in the classroom.
Implementing blended learning
Blended learning combines online learning with face-to-face learning activities, reducing students’ screen time exposure.
A recent study by neuroscientists at Teachers College, Columbia University, found that reading on paper rather than on a screen enhances comprehension and retention. Even if the study sampled children aged 10 to 12, this is clear evidence that CEGEPs shouldn’t necessarily get rid of paper textbooks, as deep reading is increased when reading from print. In addition, incorporating both physical and digital materials into learning caters to diverse preferences and needs, fostering inclusive learning.
Incorporating gamification elements
Gamification is the use of game-based elements or activities in a non-game context. This approach can make learning more engaging, and the pitfalls of excessive screen time can be reduced. Using this kind of strategy can help break the monotony of conventional teaching and keep students actively involved in their education. By integrating hands-on activities and game-based learning into your curriculum, you can help students maintain a balanced approach to technology.
Teaching digital literacy
In the article, “Il faut repenser la place de la compétence numérique dans le système éducatif québécois” [in French], Agbotro, Dumouchel, Giroux and Hébert discuss the challenges Quebec universities face today due to the considerable differences in the levels of students’ digital skills and the rapid rise of digital technologies, particularly artificial intelligence (AI), in education. Students often lack digital competencies, making it difficult for them to keep up with university requirements.
Indeed, we too often assume that students are proficient in using technology (and generative AI tools), but this is not always the case. At the beginning of every semester, I’m surprised by the gaps in my students’ digital literacy and by the number of students still unfamiliar with the software and platforms used by their institution (Moodle, Microsoft Office, etc.).
Teaching students about digital literacy, including responsible and ethical use, is essential. In 2019, the Ministère de l’Éducation published the Digital Competency Framework [PDF]. However, many have since called for a more structured and formal approach to digital education in Quebec, particularly with the rapid growth of AI tools. The lack of comprehensive laws and policies is driving some teachers frantic! AI tools can produce work that is indistinguishable from authentic work created by students, raising concerns about academic integrity.
Recently, the Ministère de l’Éducation responded to this need by publishing a complementary guide to the existing framework titled L’utilisation pédagogique, éthique et légale de l’intelligence artificielle générative [PDF, in French]. This guide, designed for teachers, offers insights and criteria for the ethical, pedagogical, and legal use of AI in educational contexts, including the protection of academic integrity.
A key section of the guide promotes digital sobriety. It encourages critical reflection on how digital tools are used, emphasizing sustainability and environmental responsibility to minimize users’ digital footprints. It also prioritizes users’ well-being. It aims to reduce excessive use of digital tools, helping to protect students from potential negative effects on their physical and mental health.
Critically evaluating digital tools
The abundance of digital tools for the classroom can be overwhelming. Among all the platforms, software, apps, and AI tools, one can easily get lost. It is important to evaluate whether a digital tool is necessary and beneficial for the classroom by asking ourselves the following questions:
- Does this tool align with my learning objectives?
- How does this tool improve the learning experience for my students?
- Is the tool user-friendly and accessible for all students?
If using a tool does not add value to the activity, it may not be necessary. When selecting digital tools, consider whether they really improve learning outcomes or simply offer convenience or superficial engagement. I believe a tool should enrich the learning experience, helping students better understand the content, or develop critical skills.
The summary tool [in French] from the above-mentioned guide, L’utilisation pédagogique, éthique et légale de l’intelligence artificielle générative, lists reflective questions on the pedagogical relevance of the use of AI in 3 stages (before, during, and after use). These questions help teachers assess the pedagogical value of integrating AI into their classrooms.
Through the careful choice of digital tools, we can avoid unnecessary distractions and ensure that technology is truly a valuable asset in the students’ learning process.
