Re-evaluating screen time in current education

Observer

17-04-2025

As schools reopen for the new academic year, it is the right moment to critically reassess the role of screen time in modern education. During the Covid-19 pandemic, the Learning Management System (LMS) Moodle served as a lifeline, allowing students to access lessons, participate in virtual classes, and submit assignments amid school closures. Its role was indispensable in ensuring academic continuity during a global crisis.
However, with physical classrooms now fully operational, we must ask: Does Moodle still hold the same value, or has its continued overuse begun to erode the essence of quality education?
Moodle's utility during the pandemic is undeniable. Yet, its heavy reliance in face-to-face settings is raising concerns. In many cases, teachers continue to use it simply to upload notes, PowerPoint slides, and pre-recorded lectures, often at the expense of active teaching. This shift has transformed some classrooms into passive learning environments, where meaningful interaction, timely feedback, and real-time discussion are lost.
Before the digital surge, classrooms were hubs of vibrant activity - fostering collaboration, critical thinking, and hands-on experiences. Now, with increased dependence on independent study via screens, many students engage in surface-level learning, skimming digital content rather than deeply engaging with it. This lack of interaction has not only led to poor retention but also diminished students' enthusiasm and academic performance.
Another alarming trend is the decline in teacher involvement. Some educators now limit their role to uploading materials, sometimes just before exams, with minimal classroom engagement or support. This undermines the mentor-mentee dynamic that is crucial for both academic growth and personal development.
From a parent's perspective, the issue goes beyond academics. Prolonged screen time has been linked to physical problems like eye strain, sleep disruption, and reduced physical activity. Moreover, Moodle's online nature makes it easier for students to engage in dishonest practices during assessments, which threatens academic integrity and discourages independent thinking.
Parents also face the challenge of monitoring their children's Moodle usage. What appears to be academic engagement may in fact be a cover for browsing social media or playing online games. Platforms like Instagram have become a frequent distraction, leading to time mismanagement and poor academic habits - issues that can have long-term consequences.
While Moodle can still be a powerful supplemental tool, it should not replace traditional classroom dynamics. True education thrives in environments that blend structured teaching, engaging discussions, and personalised support - qualities that digital tools alone cannot replicate.
To restore this balance, schools must promote active teaching, limit unnecessary screen time, and encourage greater parental involvement.
In summary, while Moodle played a critical role during the pandemic, its excessive use in post-pandemic classrooms risks diminishing the essence of face-to-face learning. The way forward lies in using technology to complement - replace - educational experiences.
The writer is a lecturer of English