Victorian Student Results Plunge Amid Classroom Screen Time
· wellness
Classrooms screen time quietly driving down Victorian student results
The latest Programme for International Student Assessment (PISA) results paint a dire picture of Australia’s education system. For the first time, Australian students have failed to meet international benchmarks in reading and mathematics since testing began. This decline mirrors a worrying trend seen globally: the over-reliance on digital devices in classrooms.
East Asian countries have surged ahead in all three disciplines – maths, reading, and science – while Australia’s performance continues to stagnate. The significant amount of time students spend on devices for both learning and leisure during school hours raises questions about the effectiveness of this approach. Researchers point to “faster but less accurate” reading on digital devices as a key factor in our declining results.
This shift from traditional teaching methods to digital learning tools has been gradual, with Australian schools adopting laptops or tablets for educational purposes. However, nearly 15,000 students participated in the PISA assessment, and a staggering proportion – 26% in maths, 21% in reading, and 17% in science – were classified as “low performers.” These students often struggle to interpret simple data or identify evidence in graphs.
Low performers may find it difficult to understand simple texts in reading, while in maths, they could have trouble deciphering the relationship between units and price. In other words, they lack essential skills for everyday life. One report co-author suggests that Australian students’ distraction by digital devices is unlikely to be caused by phones alone; instead, it’s the use of laptops or tablets in the classroom that may be contributing to this issue.
While other countries have seen a correlation between reported distractions and lower achievement, Australia seems to defy this trend. The Education Minister points to the UK’s impressive gains as a model for our own reforms. However, several initiatives aimed at improving student outcomes – including phonics checks and numeracy tests – remain untested in terms of long-term results.
As we continue down this path, it is essential that we remain vigilant about the potential pitfalls of digital learning. It’s not just a matter of updating our curriculum or introducing new technologies; it’s about fundamentally changing the way we approach education. We owe it to our students – and ourselves – to get this right.
Reader Views
- DMDr. Maya O. · behavioral researcher
The PISA results should come as no surprise to anyone who's watched students switch between digital devices and physical textbooks in class. The notion that laptops and tablets are somehow improving educational outcomes is a myth that's been perpetuated by educators and policymakers eager to adopt the latest technology trend. What's often overlooked, however, is the way these devices can create a sense of permanence – as if learning only happens when it's stored on a screen. This mindset undermines the value of hands-on, experiential learning and can stifle critical thinking skills in students who aren't yet able to filter out distractions.
- TCThe Calm Desk · editorial
The trend of replacing traditional teaching methods with digital learning tools is misguided and now bearing fruit in stagnant student results. It's surprising that the PISA report doesn't delve deeper into how this reliance on devices affects teachers' ability to adapt instruction to individual students' needs. As a result, many low performers are being overlooked, struggling to grasp fundamental skills necessary for everyday life, let alone excel academically. A more nuanced examination of classroom dynamics is needed to address this problem and ensure Australian students aren't left behind.
- ANAlex N. · habit coach
The PISA results are a wake-up call for Australian educators. While excessive screen time is undoubtedly a problem, we need to look beyond the tech itself and consider how our teaching methods are adapting – or not – to this new landscape. What's concerning is that digital tools often enable shallow learning experiences, where students regurgitate information without critical thinking or application. To improve results, we must prioritize skills development over device familiarity, and educators need to rethink their approach to integrate more hands-on and inquiry-based learning practices.