Victorian high schools have been asked to include “planned device-free time” in their learning from term 1 2027.
Schools will be able to make individual decisions on how this works, but it could include using whiteboards or paper, group debates, practical experiments or performances instead.
This follows a screen-time cap of 90 minutes for years 3-6, with minimal use in the first year of school to Year 2.
How are other states approaching device use for school learning? What does the research say is needed?
What do other states do?
Screen time guidelines are nothing new – but they were initially developed for health reasons, not for school learning.
Many Australian states follow national movement guidelines, which recommend no more than two hours recreational screen time per day for children aged 5-17. This does not include screen time needed for school work.
Victoria is the first state in Australia to look at guidelines for schools. Some private schools around the country are also promoting they have “screen-free” time or are largely device-free. While not a mainstream approach, these schools promote their screen-free time approach as a mark of quality education.
There’s no ‘magic number’
There was some confusion around Victoria’s “device-free” announcement, over whether Education Minister Ben Carroll had suggested a specific time limit for screen use. A spokesperson later clarified there was no set limit.
This makes sense. Minute-by-minute counting of student technology use would not only be an administrative nightmare for schools, but meaningless when it comes to the type or quality of learning with screens.
The research tells us there is no “magic screen time number” to guarantee quality learning. It depends how the technology is used and for what.
For example, a student can spend two hours writing, designing and creating a digital book. Another can spend two hours watching videos on auto-feed with no decision-making, creativity or problem-solving involved.
Rising concerns
Public concern about young people’s technology use is real and important.
In an attempt to address this, we have seen smartphones banned in schools across all Australian states in the last five years. Further restriction of screens outside school are occurring with the social media ban for under 16s.
But despite these concerns, there is also a risk that smartphones, social media, AI, recreational screen use and teacher-directed classroom activities are bundled together as one broad “screen-time” problem.
This means concerns about one form of technology can shape policy responses to another, even though they present different risks, purposes and educational possibilities.
What does this mean for schools?
According to 2022 OECD research, digital devices can distract students, particularly when used for leisure during lessons or when students are distracted by classmates’ devices.
The research also found devices can be associated with stronger learning outcomes – when they are used with a focused learning purpose. When used well they can make lessons more engaging and interactive in complex subjects like science and maths, and equip students with essential skills such as problem-solving and teamwork.
This means schools have decisions to make.
Digital devices and uses might help students visualise a difficult idea, model a process, investigate an authentic problem, collaborate, create, receive feedback or improve access for students with different learning needs.
At other times, discussion, handwriting, sustained reading, physical materials or outdoor learning may be more effective.
It depends on which bit of the curriculum is being taught and the purpose of the particular lesson.
We are also immersed in more technology than ever and schools must prepare students for a world shaped by digital systems and artificial intelligence.
Students need to learn how to evaluate online information, identify misleading or biased AI outputs, protect their privacy, create with technology, behave safely online and manage distractions.
What can parents ask their schools?
For parents, it may not always be clear how screens are being used in their child’s day.
We know families have an important role here. They can support healthy routines at home, talk with children about their online experiences and ask schools how technology is being used more generally.
Useful questions to ask your child’s teacher or school could include:
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what is the learning purpose of the technology?
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how does it improve or extend the learning?
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how are distraction, privacy and online safety managed?
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how are students being taught to use digital tools and AI responsibly?
Students should also have a voice in decisions about their technology use. The ways they experience technology often differ to that of adults.
Young people experience both the benefits and harms of digital environments directly. They can offer important insights into how devices support learning, where they create distraction and any unintended consequences of planned policy changes.
