In classrooms across Jamaica we often assume that technology alone can light the learning path, yet too frequently it becomes a bright distraction.

The Ministry of Education’s ICT Policy is aimed at modernising teaching by integrating technology into classrooms. Initiatives such as the Tablets in Schools Programme and last year’s UNESCO artificial intelligence (AI) in education workshop, which trained some teachers to use AI and digital tools effectively, are important steps towards equipping educators and students for a digital world. Yet, for many schools, the promise of seamless, real-time digital learning remains aspirational.

Many schools face practical challenges. Internet connectivity is unreliable or non-existent, and projectors, speakers, or other devices are often missing. Teachers frequently cover these gaps out of pocket, buying equipment or topping up mobile data just to make sure the lesson can happen. It is part of our appraisal, and nothing says “dedicated educator” like spending your own salary to ensure technology is in your lesson while secretly hoping this selfless spending might bump your next score.

Also, for many students, a phone may be their only digital device, yet some schools still do not allow students to use them. The reason is simple: Students often lack the maturity to resist temptation. They might find themselves texting during lessons, scrolling through Instagram, or watching TikTok videos instead of learning.

So what does technological integration really mean when students do not have devices in the room? Not all students can have a tablet or a laptop, and even when devices are available, access alone does not guarantee meaningful learning.

Linvern Wright, president of the Jamaica Association of Principals of Secondary Schools, in the Gleaner article ‘Gadgets creating more challenges than solutions in schools’ warned that engagement driven by devices does not equate to meaningful learning. Dr Philbert Amiel, a counselling psychologist, observed that some students learn best through traditional methods while others benefit from digital tools, emphasising the need for balance. In another Gleaner article titled ‘Malabver urges nation to rethink use of technology in classrooms’, the JTA President Mark Malabver highlighted that overreliance on technology can erode critical thinking and problem-solving skills, and called for evidence-based discussions before fully digital classrooms are implemented.

Research reinforces some of these concerns. Sam Goundar, in the Journal of Education and Human Development article ‘The Distraction of Technology in the Classroom’, found that ICT devices can be cognitively distracting, reducing attention, engagement, and critical thinking. Additionally, Kristyna Skriczka and Arianny Avrile Saviñòn, in the
Guardian article ‘What good is a social media ban when screens are rife in classrooms?’ note that excessive screen time can replace real-world interactions, impair socio-emotional development, and encourage instant gratification over collaborative problem-solving.

A 2025 systematic review of 26 studies on digital distractions further confirmed that phones, multitasking, and non-academic device use often lead to superficial understanding and diminished learning outcomes. Taken together, this research makes one thing clear: Technology in the classroom is a tool, not a teacher. When left unchecked, it can fragment attention, encourage superficial learning, and replace the rich, real-world interactions that build critical thinking and collaboration.

Despite these challenges, technology can transform learning when thoughtfully integrated. Proper integration requires students to have reliable access to devices and the Internet so they can engage in lessons in real time, complete interactive activities, and document their learning. Technology should foster collaboration, critical thinking, and creativity rather than serve as a passive presentation tool.

For example, in a lesson on statistical reports, I uploaded a Google Forms survey on social media use to Google Classroom, and each student completed it individually on his/her device. Once the responses were submitted, we generated the data into a Google Sheet, which was then shared with the entire class. Students were paired in groups, with each group assigned a particular social media app, such as Facebook, Instagram, TikTok, and so on. Using the responses in the Google Sheet, each group created a chart or table to represent the usage patterns of their assigned app. After all groups completed their visualisations, we projected the results and came together as a class to analyse the data, discussing what the results suggested about the social media habits and patterns of students in that class. This approach allowed students to engage with real data, practise collaborative problem solving, and critically interpret information, all in real time, while technology served as a tool to enhance learning rather than replace the thinking process.

Similarly, students can work in groups to create on-the-spot presentations using Canva, generate research projects using AI tools, or respond to quizzes and polls during class to reinforce understanding. These activities allow students to engage critically with material while developing teamwork, problem-solving, and analytical skills.

Equally important is recognising when the best learning does not require technology at all. For example, in one of my lessons on persuasive writing, I open the discussion with a controversial or topical issue and ask students to share their opinions. They often become passionate and engaged, especially when the topic touches on something they care about. I then write the word “persuasive” on the board and ask them to provide five words connected to it. This encourages them to think critically about the purpose and techniques of persuasive writing. Students might offer words such as “to convince,” “rebuttal,” “main idea,” “evidence,” or “persuade.” Each word sparks discussion about how persuasive writing works, how arguments are structured, and how ideas can be developed and supported. I then use the very same textbook to give students a sample essay. I ask them to review the essay carefully, looking at how it is structured and what they notice about its organisation. Many students are able to identify elements such as the introduction, topic sentences, supporting details, and the conclusion, but the focus is on encouraging them to think critically about how ideas are developed. As they share their observations, I guide the discussion to clarify and solidify their understanding, highlighting effective persuasive techniques and how arguments are constructed. They generate ideas, share thoughts, and prepare for the lesson while practising critical thinking — all without the aid of any device. Classroom games, printed activities, and collaborative problem-solving exercises can similarly foster deep engagement, creativity, and critical thinking without relying on devices.

Finally, for the ministry to achieve its vision it must go beyond tablets and phones. Every student needs access to laptops or computers, and schools must have Internet fast and reliable enough to support all devices simultaneously. Classrooms should be equipped with smart boards rather than just projectors. Teachers must receive proper, hands-on training in designing lessons with technology, not merely projecting slides or running quizzes. This training should be personalised and practical, with specialists working directly with departments to ensure that digital tools genuinely enhance learning in that subject area rather than serve as flashy distractions.

Therefore, the way forward is a blended approach that respects both tradition and innovation. Technology should complement, not replace, traditional pedagogy. By combining hands-on discussion, active learning, and guided digital tools, Jamaican classrooms can harness the benefits of technology while preserving the critical thinking, creativity, and collaboration that form the foundation of meaningful education.

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It is important that teachers recognise that some lessons are best taught without the use of technology.