In a pioneering move, the regional government of Madrid has announced plans to significantly reduce the use of computers and tablets in primary schools. Starting in September, these devices will be limited to a maximum of two hours per week for each student. Additionally, reported The Guardian, teachers will be prohibited from assigning homework that requires screen use.
This initiative aims to address concerns about the early and intensive use of information technology among young children. It will impact approximately 500,000 students across 2,000 state schools in the Madrid region.
A spokesperson for the conservative regional government emphasized the intent to balance traditional educational methods with digital skills development: “It’s about getting back to the essence of education but adapting it to today’s times and making books, dictations, and handwriting compatible with the development of digital skills.”
Age-Specific Screen Time Regulations:
- Infants (Birth to 3 years): No screen use permitted.
- Ages 3 to 6: Up to one supervised hour of computer time per week.
- Years 3 and 4 (Primary School): Maximum of 90 minutes per week.
- Years 5 and 6 (Primary School): Up to two hours per week.
Secondary schools will have the autonomy to set their own limits, and exemptions will be made for students with special educational needs.
These measures reflect growing concerns in Spain about children’s screen time. The national government is also considering legislation to raise the minimum age for social media accounts from 14 to 16 and to implement default parental controls on smartphones.
Madrid’s approach aligns with a broader global trend of reassessing technology’s role in education. For instance, some schools in Silicon Valley, the heart of the tech industry, have adopted low-tech or no-tech educational models, emphasizing hands-on learning over digital device use.
As debates continue about the benefits and drawbacks of technology in classrooms, Madrid’s forthcoming policy represents a significant shift toward prioritizing traditional learning methods in the digital age.
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First published in this link of The European Times.
