澳大利亚教育部门正在采取行动限制学校中的技术使用和屏幕时间。维多利亚州宣布从2027年起将小学三至六年级的课堂设备使用限制在每天90分钟[1]，而联邦教育部长则建议考虑恢复笔纸形式的NAPLAN考试[1]。这些举措反映了官方对技术在课堂中作用的关切。
然而，关于技术对学习成效的影响，研究结论并不一致。2025年OECD的评审发现，仅仅获得技术并不能保证教育成效[1]。一项2022年的国际调查显示，30%的15岁学生在数学课中因设备而分心，但每天使用1小时数字设备进行学习活动的学生数学成绩平均高14分[1]。在澳大利亚，只有50%的六年级学生和37%的十年级学生达到2025年国家数字技能标准，是2005年评估开始以来的最低成绩[1]。2008-2013年间，联邦政府投入24亿澳元为九至十二年级学生配备电脑，但未进行是否提高学习效果的官方评估[1]。布鲁金斯学会估计美国教室中只有五分之一的教育技术产品有证据证明能改进学习[1]。
此外，澳大利亚教师报告每周工作46.5小时，存在高倦怠和压力水平[1]，这可能进一步影响技术在教学中的有效使用。
Australian education ministers have raised alarm over technology use and screen time in schools, prompting policy shifts across the country.[1] Victoria announced that from 2027, classroom device usage for students in grades three through six will be capped at 90 minutes per day.[1] At the federal level, the education minister has suggested reconsidering a return to pen-and-paper NAPLAN examinations.[1]
However, the evidence supporting such restrictions remains ambiguous. A 2025 OECD review found that merely providing technology does not guarantee educational outcomes.[1] A 2022 international survey presented contradictory findings: while 30 percent of 15-year-old students reported being distracted by devices during mathematics lessons, students using digital tools for one hour daily for learning activities averaged 14 points higher in mathematics scores.[1] Further complicating the picture, only 50 percent of sixth-grade students and 37 percent of tenth-grade students met Australia's 2025 national digital skills standards—the lowest performance since assessments began in 2005.[1]
Australia's approach to educational technology has historically lacked coordinated national evaluation. Between 2008 and 2013, the federal government invested 2.4 billion Australian dollars in providing computers to students in grades nine through twelve, yet no official assessment was conducted to determine whether this spending improved learning outcomes.[1] Internationally, the think tank Brookings Institution estimates that only one-fifth of educational technology products used in American classrooms have evidence demonstrating they improve learning.[1] Teachers themselves face mounting pressure, working an average of 46.5 hours weekly and reporting high levels of burnout and stress.[1]
