T.H.E. Journal: How Schools Can Reduce Digital Distraction Without Surveillance

This article was originally published in T.H.E. Journal on 12/10/25 by Charlie Sander.

Device-based learning is no longer “new,” but many schools still lack a coherent playbook for managing it.

Many school districts dashed to adopt 1:1 computing during the pandemic, spending $48 million on new devices to ensure every child had a platform to take classes from.

Five years later, they are now in the “reckoning” phase: What is good digital learning behavior? How do we set norms? How do we reduce distraction without surveillance? And what is fair to expect of educators?

These questions signal the ongoing need for tools and frameworks that help schools move from emergency adoption to intentional practice.

Digital Classroom Environments Are Now Classroom Culture

Classroom culture isn’t just in-person behavior anymore. Student success increasingly involves understanding and shaping positive digital habits.

Britannica’s 2022 debate of tablets vs. textbooks weighed the pros and cons, with those in favor of the digital approach pointing out that tablets are much lighter and improve standardized test scores. They say that tablets can hold hundreds of textbooks, save the environment by lowering the amount of printing, increase student interactivity and creativity, and are cheaper than numerous printed textbooks.

Responsible class management tools restrict monitoring to the class period, teacher-assigned rosters, and school-managed devices or accounts only. This ensures the tool supports instruction without crossing into unnecessary data collection or student surveillance.

Charlie Sander, CEO, ManagedMethods

Results from PISA support the idea that digital tools enhance learning. The report notes how 15-year-olds achieved higher performance and felt more connected to their school community. However, the same 2024 paper identifies that, on average across OECD countries, 30% of students reported being distracted by using digital devices in “every or most” of their mathematics lessons. Around 25% of students said they are distracted in most or every lesson by other students’ device use.

Moreover, students who spend more than an hour a day on digital devices for non-academic purposes tend to have lower math achievement, weaker feelings of belonging, and are more prone to distraction.

These patterns point to a clear priority: Schools need strategies that minimize digital distractions while supporting purposeful technology use. This includes establishing schoolwide expectations for responsible device use, strengthening students’ digital competencies, and ensuring teachers receive professional development on effective technology-enabled instruction...