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Opinion article published by Educación 3.0 in its print edition.
Several regional governments have announced their intention to limit the use of digital devices in the classroom. This measure has reopened the debate over its benefits and drawbacks.
Beyond banning or allowing them, the focus is on how they are used and for what purpose—in other words, distinguishing between recreational and educational uses. Using a cell phone to access social media is not the same as using a tablet for reading comprehension activities, or a computer for learning robotics and mathematical logic.
When used correctly, digital devices are powerful tools for transforming learning and preparing students for an inevitable digital future. These tools serve the curriculum, and their value depends on the content and pedagogical approach with which they are integrated into education.
UNESCO and the OECD endorse their value in the classroom. Videos, simulations, and interactive content enrich teaching and optimize the learning experience, opening up a new horizon of learning opportunities. In this context, in December 2024, China announced that AI would be a compulsory subject for all primary and secondary school students. The goal: to train 100 million young people in the technology that will define the 21st century.
Screens do not replace teachers—or other traditional resources such as textbooks or crafts—but they do amplify their ability to teach, encouraging adaptation to each student’s pace and motivations.
In short, they open the door to a personalized learning model in which technology promotes equity, access, and the development of each person’s potential.