• Edu experts highlight need to learn from global shifts away from digital practices
• Point to need for balance between digital literacy needs, children’s wellbeing
• Discussions on restricting digital devices for younger students continuing: NEC

As several countries that were early adopters of digital learning begin restricting devices in schools, questions are being raised about the role of technology in classrooms and what this means for countries like Sri Lanka. 

While many countries leant heavily into digital learning in previous years by introducing laptops, tablets, and educational apps in efforts to modernise learning, some are now gradually reversing these approaches after highlighting drawbacks in digital education. For instance, countries like Sweden are returning to more traditional ways of learning after concerns that the country’s hyper-digitalised approach to education had led to a decline in basic skills. 

For Sri Lanka, which is still gradually embracing digitalisation in its education sector, these developments raise questions about its own digital learning policies, especially in the context of ongoing attempts to expand digital learning. 

Weighing the pros and cons

According to education experts like University of Peradeniya (UOP) Faculty of Arts Department of Information Technology Head and Department of Education Professor in Education Sakunthala Yatigammana Ekanayake, any lessons Sri Lanka draws from these policy reversals before expanding its digital classrooms must be based on a comparative analysis. 

She pointed out that policymakers must consider their practices and cultural contexts of other countries, as well as the positive and negative impacts these policies have had on children, alongside the Sri Lankan context. 

“We must consider whether those lessons can be applied in a manner that is appropriate for Sri Lanka,” she said. “We must see the disadvantage to the children’s learning process they identified, whether those issues could impact us as well, and what proposals they made to address them.”

Prof. Ekanayake stressed that adopting technology without considering pedagogic aspects would not lead to improvements in learning outcomes. “Taking any technology as it is and applying it to teaching or learning processes will not be successful. From a teaching perspective, when incorporating certain technologies, we must consider whether it is appropriate for the lesson at hand or for the children.”

According to her, teachers must consider how best to integrate any technology in providing a meaningful learning experience, since the effectiveness of digital tools depends on how they are incorporated into teaching methods. 

“Appropriateness and relevance are very important,” she said. “Pedagogical decisions and actions taken by teachers must be based on whether the technology helps to develop the child’s competencies. Teachers can then integrate technology or digital tools in a way that develops a child’s critical thinking and creativity in order to provide a learning experience.”

However, she cautioned that global shifts away from digital practices should not be considered a rejection of technology in education. “What we must consider is not that these countries are rolling back digital learning. There is significant educational potential in technology; certain concepts can only be effectively delivered through technology.”

She opined that the decision to use technology must be guided by factors such as who the learner is, their age, prior knowledge, socioeconomic background, mental development, school culture, national culture, and the availability of school resources. 

Policies and future planning 

Prof. Ekanayake also noted that while Sri Lanka was currently formulating its digital learning policies, including those concerning Artificial Intelligence (AI), they must all be updated to keep pace with evolving technologies. “With AI also integrated into the national curriculum, existing policies must be updated based on the country’s future needs,” she said. 

Meanwhile, when questioned whether Sri Lanka was considering the experiences of other nations in digital education, National Education Commission (NEC) Chairperson Prof. A. Sarath Ananda told The Sunday Morning that policymakers were aware of the global debates surrounding digital learning.

“There has been discussion about some countries gradually withdrawing from digital learning and moving towards traditional teaching methods. On the other hand, another focus of discussions was that in the context of Sri Lanka, the digital moral panic is also largely an unnecessary fear, since there is no way to avoid digitalisation in future,” he said. 

He also noted that discussions were continuing regarding the possibility of restricting digital devices for younger students. 

While noting that policies were still being finalised, Prof. Ananda said: “The stance is that technology should be incorporated into education, such as smart boards. This doesn’t necessarily mean digitalisation alone, but rather the use of technology to support teaching,” he said.  

At the same time, he said that policymakers were also paying attention to concerns raised about the addictive properties of mobile phones and the negative precedent set in other countries due to this practice. “However, there is still no direct idea or policy presented on how these devices should be used,” he noted. 

Prof. Ananda further noted that there had been no widespread research yet on whether digital tools improved learning outcomes in Sri Lankan classrooms, largely because the new policies had to be implemented first, which would be unveiled soon. 

A learning tool 

Addressing whether there was clear evidence that digital tools improved learning outcomes in Sri Lankan classrooms, Prof. Ekanayake noted that their effectiveness also depended on educators, adding that certain experimental research had shown both positive and negative impacts of technology in learning across different subjects. 

“There is almost no other piece of equipment with educational potential like a mobile phone. It is a learning tool that children can have in their hands that integrates everything. However, there needs to be proper awareness of its educational potential. Therefore, teachers have a big role in teaching students how to use technology appropriately. If these devices are used according to pedagogical aspects and with constant supervision, they can be used successfully.”

Given the global context, Sri Lanka must balance digital literacy needs with the protection of children’s developmental well-being in order to create accountable users. 

“Both these aspects must be balanced,” Prof. Ekanayake said. “Young people in schools and universities are being moulded for the future. They must be equipped with competencies necessary to become successful citizens. We must also move with the world, so if we remove digital aspects from classrooms entirely, the child will inevitably engage with these technologies elsewhere and may misuse them, leading to negative social impacts.”

Instead, she emphasised the importance of proper attention towards pedagogical aspects and on relevant and appropriate use of technology. 

“Children must learn from school and teachers how to use this technology ethically and responsibly during this digitalisation process,” she said, pointing out that outright elimination of digital learning would hinder Sri Lanka’s ability to keep pace with global developments. 

Prof. Ekanayake acknowledged that Sri Lanka’s education system was in a transition period at present with regard to digitalisation, since some educators and parents still had relatively low levels of digital literacy. Therefore, she noted that challenges would be inevitable, and that it would take some time to balance these aspects. 

Ultimately, this process requires educators to become more aware of ethical and responsible use of technology, while digital tools should be integrated into teaching and assessment methods with proper pedagogical consideration.