The Community of Madrid has announced that it will eliminate the individual use of digital devices in schools. The measure, which is presented as a strategy to improve educational quality, has generated an intense debate about its viability and pedagogical foundation. Some sectors consider that this measure will help reduce the risks associated with the excessive and inappropriate use of screens. However, as a teacher and specialist in educational technology, I consider that This measure does not solve the real problems of digital integration in classrooms.
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The Community of Madrid announces the elimination of individual use of digital devices in classrooms
The Community of Madrid argues that the extended use of technology in classrooms has not shown clear benefits in academic results and that it is necessary to limit its presence to promote other forms of learning. According to the official statement, it seeks to prioritize the use of printed materials, handwriting and oral exposure, with the aim of strengthening traditional skills that, as indicated, would be weakening.
One of the key points of the proposal is the prohibition of individual use of digital devices. Instead, the regulations allow the shared use of devices between two or more students, always with a pedagogical purpose and under teaching supervision. In addition, it establishes time limitations according to the educational stage, restricting its use at a weekly hour in children and the first primary courses, progressively increasing up to a maximum of two hours in the last elementary courses. The use of digital slates and other collective devices will not be affected by this regulation.
Starting from the fact that teaching supervision and pedagogical purpose are basic premises that should be taken for granted in any technological use within the classroom, I consider that the Key of debate should not focus on whether the devices are individual or shared, but on how they are being used.
The quality of learning does not depend on the mere presence or absence of technology, but on the design of educational experiences that favor the construction of knowledge and the development of competencies. Therefore, it is not about deciding whether or not technology must be in the classroom, but How to integrate it effectively to enrich the educational process. Reducing its use without addressing the quality of its implementation is a simplified response to a complex challenge. The issue is not to limit the time of use of screens or avoid individual devices, but ensure that the use responds to a pedagogical approach that promotes critical thinking, creativity and active learning.
One of the most decisive factors in the effective integration of technology in the classroom is Teacher training. It is not enough to decide whether the devices must be individual or shared, but It is essential that teachers have strategies and knowledge adequate to use them in a pedagogical and significant way. If a teacher has not received training in active methodologies with technology, the simple presence of a digital device in class will not contribute value to learning. Instead of restricting its use, the focus should be in Train teachers to integrate technology critically and reflectively, ensuring that it contributes to the development of essential skills.
The debate on technology in education should not be reduced to a "yes or no" to screens
In my opinion, This measure is not a real solution to digital education challenges. More than prohibiting the individual use of devices, we should be discussing how to improve teacher training, how to design effective technological integration strategies and how to ensure that students develop critical and functional digital skills for their future.
The debate on technology in education should not be reduced to a "yes or no" to screens. We should ask ourselves: How can we make technology really add learning? The answer is not in the prohibitions, but in the development of an educational model where digitalization is used in a reflexive, planned and evidence -based manner. If we do not address the problem from its root, the only thing we will achieve is a striking holder, but no real benefit for students.
