Over-use of tech is leaving gaps in learning, teachers warn; 71 per cent of teachers (TQ1) call for more textbooks and worksheets in the classroom

New research from across Europe, commissioned by Epson, shows 71 per cent of teachers (TQ1) and 63 per cent of parents (PQ6) want a greater focus on hard copy materials such as textbooks and worksheets in classrooms.

The news comes after years of heavy investment in school technology with particular focus on laptops for students across Western Europe ¹. Now teachers are raising concern with 40 per cent (TQ2) believing that laptops and tablets can have a detrimental effect on learning. Conversely, the vast majority of teachers and parents (86 per cent) (TQ4) have seen positive impacts from the use of traditional hard copy textbooks and worksheets in classrooms.

1 Microscope, Education still spending on laptops

The statistics support growing academic evidence that children learn better on paper than on screens ². Some European governments are now acting. In February 2024, Lotta Edholm, Sweden’s Minister for Schools, said, “One gets the best conditions for developing basic skills in reading and writing in analogue environments using analogue tools.” ³ At the same time, the Minister announced an investment in textbooks of about €44m a year from 2024 ⁴.

2 Columbia University Teachers College, Children Derive Deeper Meaning from Printed Texts Than Screens, According to New Brain Study from Teachers College, Columbia University

3 Government Offices of Sweden, Government investing in more reading time and less screen time

4 Government Offices of Sweden, Government investing in more reading time and less screen time

Specifically, when asked to reflect on the impact tablets and laptops can have in the classroom, 86 per cent of teachers (TQ3) noted one or more challenges. Nearly two fifths (39 per cent) (TQ3) say they’ve seen a decline in reading skills, 27 per cent (TQ3) say it’s reduced knowledge retention, 25 per cent (TQ3) noted a reduction in engagement and 16 per cent (TQ3) say they’ve seen a correlation with reduced attainment.

Nearly two thirds (63 per cent) (TQ4) of teachers say traditional hard copy textbooks and worksheets improve reading skills, while 47 per cent of teachers (TQ4) and 42 per cent of parents (PQ7) say they allow greater knowledge retention. In addition, 44 per cent of teachers (TQ4) and 46 per cent of parents (PQ7) say these materials better support differing learning styles.

As a result, 40 per cent of teachers (TQ5) agree that policy makers should question whether introducing laptops or tablets is always a good option and half of teachers (50 per cent) (TQ5) say policy makers aren’t close enough to teaching to make the best recommendations. It’s clear that public procurement in education needs to take account of these views.

Adding to this view, many parents say they often argue with their children about too much screen time ⁵ and 58 per cent (PQ4) agree that having laptops in schools makes it harder for them manage screen time at home, especially when homework is set online.

5 Pew Research Centre, How Teens and Parents Approach Screen Time

In looking for a solution, over half of all parents (52 per cent) (PQ1) and teachers (57 per cent) (TQ6) want to see a more balanced use of technology in schools, where it’s used to enhance teaching and learning rather than for the sake of it. This calls for a hybrid approach to learning, with both digital and paper-based resources used together.

Karl Angove, VP Epson Europe and managing director at Epson Iberia, said, “Our research shows parents and teachers want balance, and a greater use of paper in classrooms - that may seem self-serving of a printer manufacturer to say, but the results speak for themselves. The majority believe learning materials such as textbooks and worksheets improve reading skills. Technology has a valuable place, and it’s important we’re able to raise a digitally savvy future work force, but it needs to be managed carefully to ensure technology supports and doesn’t distract or reduce attainment.

“It’s important that education policy makers consider these views, which support academic research showing children learn better on paper than on screens. Equally, technology providers should look at the evidence and equip schools with the tools they need to best support learning.”

ENDS