Moderate use of screens in schools is associated with better outcomes than no device use, according to a teacher who referenced data from neuroscientist Jared Cooney Horvath. The teacher, Charlotte Bleakley, stated that only the heaviest daily screen use negatively impacts results.
Bleakley emphasised that dismissing screen use entirely overlooks its vital role in equity, accessibility, and basic school operations. She highlighted the significance of technology for students with special educational needs and disabilities (SEND) and those learning English as an additional language.
Assistive technology, such as text-to-speech, translation tools, and audio versions of lesson content, is often the only way these students can access the national curriculum, particularly with ongoing cuts to SEND funding and learning-support staff. Bleakley concluded that thoughtfully and purposefully used, moderate educational technology democratises learning rather than diminishing it, though it should not replace human interaction.