Technological innovations have revolutionized education by making it more efficient and effective. In classrooms around the world, video, computers, and the Internet have significantly enhanced the learning experience. However, while these technologies allow educators to transmit and receive information, they detract from real learning in classrooms by diverting attention from the activities and skills being taught

The first reason that video, computers, and the Internet distract students from learning is that they allow educators to transmit and receive information. When students view videos, they often spend more time examining the video itself than with the material being presented. This tendency is accentuated when students view videos that are produced by others. For example, in a recent survey, 20% of high school students reported that they spend most of their class time on their phones, and 15% of middle school students said that they spent at least 30 minutes a day watching videos on their phones or tablets. Such practices detract from learning, particularly because they prevent students from entering meaningful interactions with their instructors

When students use computers or the Internet for research, they tend to spend their time browsing for information rather than on the task at hand. For example, in one study, students who used the Internet for homework spent 20% more time on websites devoted to videos, music, and games than students who used the Internet for studying. These students also spent 14% more time on other websites that they could not categorize as educational. Similarly, students who used the Internet for research spent 25% more time on social media websites than students who did not use the Internet for homework. Such distractions are detrimental to students’ learning, largely because they require them to spend time on tasks that are not directly related to the subject at hand. Additionally, students who spend too much time searching for information or socializing on websites may have difficulty concentrating in class

Computers and the Internet can also interfere with classroom instruction by distracting students from the instructor and delivering information to students through the Internet rather than through classroom instruction or a textbook. Unfortunately, this tendency is exacerbated by the fact that many teachers still use outdated technology in their classrooms. For example, in a 2013 report, 59% of teachers reported that they rely on chalkboards rather than interactive smartboards, and 15% of teachers reported that they rely on overhead projectors rather than projectors that display the lesson on the smartboard. While chalkboards and overhead projectors can be effective instructional tools, they detract from learning because they are typically unavailable for instructional use outside of class. Teachers who depend on these outdated methods often struggle to adapt to changing technological needs. For example, many teachers fail to use interactive whiteboards because they are difficult to use

This tendency to focus on technology rather than on learning is exacerbated by the abundance of distractions that exist in today’s classrooms. The absence of discipline, such as dress codes and classroom conduct codes, can easily distract students. Additionally, students’ tendency to socialize in class can distract them from learning. In some schools, teachers have begun to place greater emphasis on fostering positive relationships among students. Such efforts include the adoption of classroom codes of conduct or the introduction of new educational initiatives that promote cooperation among students. However, these efforts are often undermined by the behavior of students who do not adhere to classroom expectations or who engage in inappropriate activities during class time

When educators use video, computers, and the Internet, they must consider the ways in which this technology affects the learning environment. For example, teachers can limit the amount of video that students watch, and require students to turn their attention to the content of the video when it is playing rather than to the video itself. Additionally, educators can discourage the use of computers or the Internet during class time. Such restrictions ensure that students devote their full attention to their lessons rather than to activities outside of class. When students use computers or the Internet outside of class, they can reduce class time to activities that do not require the use of technology. They can conduct research projects on paper or with textbooks, and they can discuss the material with their classmates. In this way, educators ensure that students use technology only when necessary

The widespread use of technology in classrooms should not distract teachers from the goal of teaching the material. These technologies can greatly enhance the learning experience by helping students view lessons in new and interesting ways. They can also help students become more engaged in their lessons. However, while they allow students to view lessons in new and exciting ways, they detract from learning when students spend as much time on these activities as on the material. When educators use video, computers, and the Internet, they must ensure that students spend more time on activities that foster learning rather than on activities that do not.