What the Data Says About Pupil Use of Digital Devices in the Classroom

At Harrow International School Hong Kong, we constantly evaluate how technology enhances learning while nurturing pupils’ wellbeing and academic success. Recent global data offers valuable insights into the role digital devices play in education, helping inform our balanced approach to educational technology.

The Digital Landscape in 2025

Screen time among pupils has reached unprecedented levels. The global average across all ages now stands at 6 hours 40 minutes daily, with the United States averaging slightly higher at 7 hours 3 minutes. For older pupils, the figures are even more striking: teens (13-18) average over 8½ hours of recreational screen media daily, representing a 17% increase compared to pre-pandemic levels.

Device ownership has become nearly universal. In the UK, 99% of children go online, and 9 in 10 have a mobile phone by age 11. Even very young children are increasingly digitally active, with over half of UK 3-4 year-olds accessing online content, primarily via tablets.

Schools worldwide have responded by accelerating 1-to-1 device programmes. Approximately 88% of U.S. public schools now report having such programmes, predominantly issuing laptops (89%) or tablets (27%). Nearly half (46%) allow pupils to take school-issued devices home, though this percentage varies by school demographics.

What Are the Benefits of Digital Learning?

When thoughtfully implemented, digital devices offer several advantages in the classroom:

Enhanced engagement and motivation: Interactive applications, educational games, and multimedia content typically hold pupils’ attention better than traditional lectures. Studies show 76% of pupils report that technology makes lessons more engaging, and teachers observe increased participation, particularly from pupils who might be hesitant to speak up in conventional settings.
Personalised learning at scale: With 1-to-1 device access, teachers can tailor assignments to individual learning paces and levels. Adaptive learning software can adjust difficulty in real time, providing targeted practice where needed. Research has found statistically significant gains in writing quality, science understanding, and math achievement in schools with comprehensive device programmes.

Improved accessibility and inclusion: Digital devices accommodate diverse learning needs through built-in accessibility features like text-to-speech, magnification, and translation tools. pupils with learning differences can use specialised applications to support their comprehension, while English language learners benefit from instant access to definitions and translations.

Extended learning opportunities: Cloud platforms and digital resources allow learning to continue beyond school hours. Pupils who are absent can still participate remotely, and recorded lessons provide valuable review materials. Parents gain greater visibility into what their children are learning, facilitating home support.

Development of future-ready skills: Through technology-based projects, pupils practice critical digital literacy, research, collaboration, and creative skills that prepare them for higher education and careers in an increasingly digital world.

Challenges and Concerns

Despite these benefits, there are well-documented challenges associated with classroom device use:

Distraction and divided attention: About two-thirds of U.S. pupils report being distracted by digital devices in class, and 54% say they are distracted by classmates’ device use. This fragmented attention can significantly impact learning outcomes. PISA data shows a negative association between excessive in-class technology use and academic performance once usage exceeds moderate levels.

Effects on concentration and behavior: Many educators observe that frequent device use may be affecting pupils’ ability to engage in sustained attention tasks. In a 2024 U.S. survey, 53% of principals reported that frequent cell phone use negatively affects academic performance, with even more noting harmful effects on mental health and attention spans.

Equity considerations: Not all pupils have equal access to technology or internet connectivity at home. Although 1-to-1 programmes help level the playing field at school, disparities persist when considering the entire educational experience. Fewer high-poverty schools allow pupils to bring devices home, potentially widening achievement gaps.

Health and developmental impacts: Prolonged screen use raises concerns about physical health (reduced activity, poor posture, eye strain), mental wellbeing (potential links to anxiety and depression), and appropriate content exposure. Nearly three-quarters of teens in the UK report encountering harmful content on social media.

Smartphone management: While educational tablets and laptops generally enhance learning, personal smartphones present particular challenges. Studies indicate 97% of teens admit to using phones during school for non-educational purposes, including social media (32%), videos (26%), and games (17%). This has prompted stricter policies worldwide, with 77% of U.S. schools prohibiting phone use in class altogether.

A Balanced Framework for Educational Technology

At Harrow Hong Kong, we recognise that the most effective approach to educational technology lies in balance and purpose:

Moderation and intentional use: Research consistently shows that moderate technology use (approximately 1-2 hours of educational screen time daily) enhances learning, while excessive use diminishes returns. We integrate digital tools specifically when they add distinctive educational value, rather than as default practice.

Active guidance: Our teachers play a crucial role in directing technology use, teaching proper digital research methods, note-taking strategies, and critical evaluation of online sources. Digital citizenship education is embedded across the curriculum to help pupils navigate online environments responsibly.

Equity and inclusion: We work to ensure all pupils benefit equally from educational technology, providing appropriate accommodations and support. Our technology choices prioritise inclusive design features that support diverse learning needs.

Healthy technology habits: We recommend implementing structured breaks during screen-based activities and promote the 20-20-20 rule (look away every 20 minutes at something 20 feet away for 20 seconds) to reduce eye strain. Physical movement remains integral to our educational programme, acknowledging health organisation recommendations for 60 minutes of daily activity.

Continuous evaluation: It is also a good idea to regularly assess the impact of technology on pupil outcomes and wellbeing, adjusting policies and practices based on evidence and feedback from within the school community.

Understanding the Data

The data clearly shows that digital devices have become integral to modern education while presenting significant challenges that require thoughtful management. At Harrow International School Hong Kong, we strive to harness technology’s benefits while minimising potential downsides through clear guidelines, purposeful implementation, and ongoing evaluation.

By finding the appropriate balance: leveraging digital resources where they enhance learning while maintaining screen-free time for essential face-to-face interaction and physical activity, we aim to prepare pupils for digital citizenship while preserving their wellbeing and academic excellence. Our approach acknowledges that technology is neither inherently beneficial nor harmful; it is here. Rather, its impact depends entirely on how thoughtfully we integrate it into our educational practice.