- Hillary Muhalya examines why a growing number of Australian schools are reducing classroom screen time and returning to books, handwriting and teacher-led instruction.
- He argues that technology should support learning rather than replace the proven teaching methods that build literacy, concentration and critical thinking.
For years, classrooms around the world have embraced the digital revolution, replacing textbooks with tablets, notebooks with laptops and chalkboards with interactive screens. Technology was widely celebrated as the future of education, promising personalised learning, instant access to information and improved classroom engagement.
Now, however, a growing number of Australian parents, teachers and education experts are asking a difficult question: Has the digital revolution in schools gone too far?
Across Australia, an increasingly influential movement is urging schools to reduce learners’ dependence on screens and restore traditional classroom practices centred on books, handwriting, teacher-led instruction and face-to-face interaction. The campaign is not driven by opposition to technology itself but by mounting evidence suggesting that excessive classroom screen time may be undermining children’s literacy, concentration and overall learning outcomes.
The issue has gained national attention through a 10 News+ investigation, which explores how educators are reconsidering the role of digital devices in classrooms after observing worrying trends in student performance and behaviour.
A return to balanced classroom learning
Supporters of the movement argue that while technology has an important place in modern education, it should support teaching rather than dominate it. They believe schools must remain places where learners develop deep thinking, sustained concentration and strong reading skills instead of becoming environments where screens compete for students’ attention throughout the school day.
Many parents say children already spend several hours every day using smartphones, gaming consoles, streaming platforms and social media once they leave school. Adding another full day of screen exposure in classrooms, they argue, leaves little room for activities that strengthen handwriting, critical thinking, meaningful discussion and sustained reading.
Teachers have also voiced growing concern that many learners struggle to remain focused for extended periods. Constant interaction with digital devices, they say, has contributed to shorter attention spans, increased distractions and reduced engagement with printed learning materials.
One school attracting national attention for challenging the digital-first model is Como West Public School in Sydney.
Several years ago, the school made the bold decision to discontinue its Bring Your Own Device (BYOD) programme. Instead of encouraging learners to rely on personal laptops and tablets throughout the school day, the school returned to a more structured teaching model built around printed books, handwriting, classroom discussion and explicit teacher instruction.
Technology was not eliminated. Rather, it became a carefully managed educational tool used only during designated digital learning sessions with school-owned devices. The aim was to ensure learners developed essential technological skills without allowing screens to dominate every lesson.
According to school leaders, the decision recognised a simple reality: today’s children already receive significant digital exposure outside school. Classrooms therefore needed to become spaces where learners could develop concentration, communication and foundational academic skills that are increasingly difficult to cultivate in an always-connected world.
The results have drawn considerable attention.
Data from Australia’s National Assessment Program – Literacy and Numeracy (NAPLAN) showed notable improvements in literacy performance after the school reduced classroom screen dependence. Around 80 per cent of Year Five learners achieved or exceeded the national reading benchmark in 2026, a significant improvement from the 63 per cent recorded when the same learners were assessed in Year Three two years earlier.
Educators credit the improvement to evidence-based teaching methods that prioritise systematic phonics instruction, guided reading, handwriting practice, structured lessons and consistent teacher support instead of continuous digital interaction.
Lessons for education systems worldwide
The Australian experience reflects a broader international conversation about the future of education. Around the world, governments and school systems are reassessing how digital technologies should be integrated into classrooms. While few advocate abandoning educational technology altogether, many are calling for a healthier balance between innovation and proven teaching practices.
Education experts increasingly argue that foundational skills such as reading, writing and numeracy are best developed through direct teacher instruction, regular practice with printed materials and active classroom participation. Digital tools, they say, work best when they enhance learning rather than replace traditional methods.
Supporters of reduced classroom screen time also point to concerns about children’s mental well-being. Studies have linked excessive screen exposure to reduced attention, increased distraction, sleep disruption and diminished opportunities for social interaction. Teachers note that meaningful classroom conversations, collaborative learning and strong relationships remain central to successful education—qualities that cannot simply be replicated through a screen.
Importantly, the movement is not advocating a return to outdated education systems or rejecting technological progress. Instead, it seeks a more thoughtful approach in which educators determine when technology genuinely improves learning and when simpler methods produce better results.
Digital literacy remains an essential skill for today’s learners, particularly as workplaces become increasingly technology-driven. However, advocates argue that digital competence should be built upon a strong foundation of literacy, critical thinking, creativity and communication—skills that are often strengthened through traditional classroom experiences.
Australia’s debate sends an important message to education systems across the globe, including those rapidly expanding digital learning programmes. Investing in technology alone does not guarantee better educational outcomes. The quality of teaching, the structure of lessons and the balance between digital and traditional learning remain the most important factors in determining student success.
As schools continue adapting to a rapidly changing world, Australia’s classroom reset is becoming more than a national education story. It is emerging as a global reminder that the future of learning is not about replacing teachers with technology or books with screens. It is about using every educational tool wisely while protecting the timeless skills that help children read deeply, think critically, communicate confidently and succeed in life.
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The lesson from Australia is clear: in the race to modernise education, sometimes the smartest innovation is knowing when to put the screen away and let learning happen the old-fashioned way.
By Hillary Muhalya
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