Screens yes or screens no? A new course on learning to live with technology
By Gala Conde · Communications consultant at GAD3.
September always arrives with the smell of new books, brand new backpacks and a diary to fill. This year, there is also a debate that is making headlines: what role should screens play in the classroom? With the entry into force of new restrictions on the use of screens in some autonomous communities such as the Community of Madrid, the Community of Valencia and Galicia, a conversation has been reopened that goes beyond whether or not children should use devices in class. The question is, how do we learn to coexist with technology in a balanced and educational way?
In this article from El Mundo you can learn more about the regulations for this new academic year.
Childhood in a digital world
According to the study Childhood and Adolescence in Digital Environments (2024) by the Orange Foundation, the daily lives of children and adolescents are already permeated by technology: 90% of adolescents use mobile phones to communicate with friends, and more than half also use them to do schoolwork or research and learn new things.
Devices are not just entertainment: they are also a window to new ways of learning, socialising and exploring interests. However, we cannot ignore their negative effects: one in four teenagers admit to having sleep problems or difficulty disconnecting.
Furthermore, adults do not always lead by example. In fact, many parents admit to using their mobile phones as much or more than their children. This intergenerational gap creates tension: while teenagers perceive being connected as natural, adults tend to worry more about the risks than the opportunities.
Here is the link to the full study by Fundación Orange in case you are interested in learning more about childhood and the digital environment..
Another step forward in technology and childhood: Artificial intelligence.
The sixth report Educating in the Age of AI (2025) produced by Empantallados shows how artificial intelligence (AI) has become established in education. Seventy per cent of teachers say it is already present in their teaching practice and more than 80 per cent believe it can improve personalised learning.
Students, for their part, see AI as a useful resource: 7 out of 10 believe it will have a positive impact on their education and professional future. They use it mainly to search for information, structure assignments and resolve doubts.
However, enthusiasm coexists with fears: teachers and families warn of dependence and reduced effort. Students acknowledge that they sometimes use it ‘secretly’ and that certain school tasks have become less useful with its arrival.
Here you can find more information about the study Empantallados
Stock image. Source: Canva.
Social and educational impact: a shared challenge
The debate about screens is not limited to the classroom: it also touches on issues of social equity. Not all households have the same access to devices, connectivity or digital training, which widens educational inequalities.
Research shows that both families and teachers are calling for training in digital skills and critical thinking as essential tools for supporting children. It is not a question of limiting use: it is necessary to educate people in responsible and conscious use.
In conclusion…
The question ‘screens yes or screens no?’ may not make sense in 2025. The real issue is how we use technology to enhance learning, reduce risks and promote healthy development in childhood.
Going back to school thus becomes an opportunity to:
- Set clear and consistent boundaries at home and at school.
- Encourage open dialogue between generations about technology.
- Leverage AI and other digital tools as allies in education, without delegating to them what belongs to human interaction.
Ultimately, it is not about turning screens on or off, but about learning to live with them, that is, embracing a conscious coexistence with technology. And along this path, social research offers us evidence that helps us make more informed and balanced decisions.
