The COVID-19 pandemic may be over, but its impact on education remains evident. Remote learning tools like Google Classroom and Zoom, once temporary solutions, are now permanent fixtures in schools. At the Baccalaureate School for Global Education, digital tools have been integrated into nearly every class. While these tools make learning more accessible, they also raise a serious question: Is our dependence on digital platforms at the expense of our focus and critical thinking?
As a student, I’ve noticed how easy it is to rely on technology for everything. But this convenience comes with a downside. Many of us struggle to engage with material unless it’s presented on a screen. Ms. Gallo, an English teacher at BSGE, shared a similar concern, saying “students have definitely become overly reliant on technology. They use it as their calendars and schedules and notebooks. When the internet is down, they are completely incapable of taking notes for themselves.” This dependence raises the worrying issue of whether we are using technology as a crutch rather than as a tool.
That being said, digital tools should not be entirely eliminated. They offer clear advantages, especially for organization and accessibility. Google Docs, for instance, makes collaboration much easier by allowing students to work on assignments together in real-time, no matter where they are. It helps keep materials organized and accessible across devices. Similarly, AI tools can assist us significantly with brainstorming or explaining complex ideas. Artificial intelligence becomes an issue when students use it to complete homework assignments or write essays, as it keeps them from truly engaging with the material.
The process of learning is infinitely more valuable than merely having a finished product. A junior noted, “for me, it’s a lot easier to manage my work and keep everything organized, but it is hard to get through the material. Paperwork holds you to higher standards.” This highlights the trade-off of how the efficiency of digital learning may be keeping students from truly engaging with their work.
Some argue that schools should refocus on traditional learning methods. A sophomore suggested, “it shouldn’t leave entirely, but I think traditional teaching should be prioritized more. People shouldn’t abuse these resources.” This reflects another growing concern; while digital tools can assist learning, overuse might be weakening fundamental skills like focus, handwriting, and in-depth reading.
Of course, technology has its benefits for teachers as well. Ms. Gallo explains how “digital tools are so useful from the teacher’s perspective. The visual aids and structure they provide are incredible. That being said, technology should not be abused or taken for granted.” If even teachers see the risk of overreliance, should students not be more mindful of how they use these tools?
The solution isn’t to remove digital learning, but to find balance. At BSGE, students should be encouraged to develop skills beyond the screen. Students should practice and enjoy taking handwritten notes, reading physical books, and participating in discussions without a laptop in front of them. Digital tools can enhance learning when used thoughtfully. As education continues evolving, the question isn’t whether we should use technology, but how we can use it without losing essential learning habits along the way.