Federal and state education ministers are reconsidering how Australian students use screens in the classroom, after a run of test results reignited concerns about phones, laptops and AI tools in schools.
Education minister Jason Clare told reporters that some of the latest NAPLAN writing results made him wonder whether young people spending time on short text messages rather than long-form paragraphs was affecting their writing. He said ministers were considering returning the NAPLAN writing tests for Years 5, 7 and 9 to pen and paper.
Ministers question digital-first approach
The comments follow separate national data showing Australian students recorded their worst-ever results in tests measuring digital literacy, with just 37% of Year 10 students and 50% of Year 6 students assessed as proficient. Australian Curriculum, Assessment and Reporting Authority (ACARA) chief executive Stephen Gniel described it as the lowest level since testing began in 2005.
Gniel noted the disconnect between access and capability, saying kids are using devices more and more, but that's not translating into having the proficiency skills that they need. The same testing period found that one in four Year 10 students said they frequently used AI for school tasks. Meanwhile, more than 60% of Year 10 students and almost a third of Year 6 students said they used AI to generate written content at least once a month.
Victoria has already moved to restrict device use in the classroom. From 2027, children in prep to Year 2 will have minimal access to screens, while Year 3 to 6 students will spend no more than 90 minutes a day on screens. These are part of changes that will reduce distraction and cut costs for families, according to the Victorian Department of Education.
Victorian education minister Ben Carroll called it a major change to the way schools use screens in the classroom. Australian Education Union Victorian branch president Justin Mullaly said public schools would not have the budget to supply devices to every student, arguing they are the lowest funded in the nation.
The change divides opinion among school leaders. Victorian Principals Association president Andrew Dalgleish said the changes would likely receive "mixed responses" from schools and that screen time was less of an issue in classrooms than at home. He added that schools needed certainty over access to proper equipment for online learning, calling that the biggest challenge ahead.
No national data on device use
Despite the policy shift, there is no comprehensive national picture of how much time Australian students spend on devices at school. Rules vary between states, and even between individual schools. A national framework for generative AI in schools sets out principles on privacy, safety and fair use. It does not specify how much screen time is appropriate at any age. Separate work is under way to develop national product expectations for AI tools used in schools.
That evidence gap extends to the products themselves. Brookings researchers found that only one in five edtech products used in classrooms has any evidence that it can improve teaching and learning outcomes.
What the evidence actually shows
Researchers caution against treating screen time as a simple yes-or-no measure. Access to technology alone does not guarantee educational gain. Successful digitalisation also requires pedagogical, not solely technical, solutions, according to a September 2025 OECD literature review of digital tools in classrooms. Some studies suggest outcomes depend heavily on how, not just how much, technology is used in class.
The debate also touches workforce readiness. Digital capability is increasingly treated as a foundational skill alongside literacy and numeracy. Under the revised standards for Registered Training Organisations, training providers are required to review prospective students' digital literacy against the requirements of their chosen training.
Victoria's primary school changes follow the state's earlier ban on mobile phones, and the government has also flagged introducing planned device-free learning time in secondary schools from 2027.
Clare has asked the Australian Education Research Organisation to examine the reasons behind the declining digital literacy results. Any national response is likely to shape how states approach classroom technology in the years ahead.