Are screens wrecking our kids’ learning? New research involving Wardell and Goonellabah classrooms says the answer is not that simple, and Lismore parents can hear the findings first-hand this week.
The study, co-authored by Southern Cross University, found NSW teachers are using digital technology purposefully and in moderation, challenging many common assumptions about screen use in schools.
It lands as education ministers consider a “digital detox” for Australian classrooms, and as NSW prepares to end mandatory bring-your-own-device requirements in public primary schools from 2027.
“There is a perception that devices may be hurting learning in schools,” said Southern Cross University Lecturer in ICT, Digital Literacy and Technologies Education Dr Jubilee Smith.
“Yet at the same time, we live in a digital world, so children need to be ready to use technology effectively as adults in their lives and careers.”
The Best Practice in Screen Use for Education project, led by Macquarie University, surveyed more than 1,000 primary and high school students, 1,600 parents and carers, and 900 teachers across NSW, and observed classrooms in metropolitan, regional, and rural communities between August and November 2025.
Southern Cross University focused on the Northern Rivers, with Dr Smith working with teachers, parents, and students from Wardell Primary and Goonellabah Primary.
“Although the research was conducted right across the state, the findings have particular relevance for the Northern Rivers,” Dr Smith said.
The researchers found teachers were using technology to support learning, creativity, collaboration, and critical thinking, while balancing it with face-to-face discussion and non-screen activities.
“Our results suggest educational screen use in schools is often moderate and for specific purposes,” Dr Smith said.
But there was a warning for high schools.
“However, there appears to be an extensive amount of non-educational use of screens in high schools,” she said.
“This suggests we need more research and initiatives to help students develop digital self-regulation, and that will require supporting both teachers and parents, as well as students.”
Many schools have moved past arguments about screen time and on to digital literacy and critical thinking. One Year 6 teacher described teaching students to question algorithms, influencers, and sponsored content.
“We’re getting students to ask: Who is the influencer? Who are they being paid by? And what is the algorithm behind this?” the teacher said.
“We’re not just teaching students how to use technology, we’re teaching them how to create with it, collaborate with others and share their ideas,” Dr Smith said.
“Technology can open up opportunities for creativity, connection and learning that extend well beyond the classroom.”
Dr Smith and Associate Professor Aspa Baroutsis, Associate Dean (Research) in the Faculty of Education, will share the findings at two seminars at the university’s Lismore campus on Military Road, East Lismore, on Wednesday, 11 November. A best practice toolkit for parents, students, and teachers will also be shared.
- Parent and carer seminar, 4pm to 5pm: events.humanitix.com/screensineducation-parent-lismore
- Teacher seminar, 5pm to 6pm: events.humanitix.com/screensineducation-teacher-lismore
- Online sessions on various dates: screensineducation.org/seminars
Parents and teachers from public and private schools are welcome.
“The Lismore seminars provide a unique opportunity for local parents, carers, teachers and pre-service teachers to hear directly from the research team, explore how the findings relate to local schools and communities, and contribute to conversations about supporting children’s learning and wellbeing in an increasingly digital world,” Dr Smith said.
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