Osnovna šola se vrne na pisalo in papir po tem, ko se je znebila iPada

A primary school in New Plymouth has reverted to traditional pen-and-paper methods for its youngest students after initially introducing iPads into classrooms. Omata School, which had been among the early adopters of digital learning tools, has decided to put away the tablets for grades one to four at the start of the academic year. The shift began as a temporary experiment during the first term, but the school has opted to continue without the devices for the remainder of the year before conducting a formal review. Principal Karen Brisco explained that her decision followed careful consideration of recent research regarding the effects of screen time on young learners. She noted that studies suggest limiting screen exposure for children aged two to six to no more than 10–15 minutes per session, while older children, aged six to twelve, should not spend more than a third of their school day on screens, with each session capped at 20 minutes. Brisco expressed concerns about the depth of learning achieved through digital platforms compared to hands-on activities. “I kept thinking ‘I wonder if we should give them a rest and see how it goes,’ because the research was concerning around the type of learning and the depth of learning that children do on screens,” she said. She emphasized that while initial enthusiasm for technology was understandable, the current generation of children appears to be increasingly accustomed to screen-based interaction from an early age. Teachers observed that some students developed a strong attachment to digital tools, making it challenging to transition back to conventional methods. However, Brisco stated that these difficulties diminished significantly by the end of the first term. Older students continued to use laptops for research and document creation, though gaming was strictly prohibited on these devices. These tools were deemed helpful for specific educational tasks, but not for younger learners. Despite the school’s past embrace of technology, Brisco stressed that the decision reflects a broader commitment to evidence-based teaching practices. “We’re not against technology at all, we were early adopters of iPads and laptops right at the very beginning, but for young children in particular, it’s hands-on learning that seems to be more beneficial than significant amounts of time of learning through a screen,” she said. The move aligns with recommendations from the Paediatric Society, which advocates for reduced screen time for young children. As Brisco pointed out, educators must adapt to new findings and prioritize methods that best support student engagement and achievement. The school plans to evaluate the effectiveness of its return to traditional learning methods before deciding whether to reintroduce digital tools in the future.