The Case Against Classroom Digitization: Curtailing Tablet Dependency, Reviving Paper Books, and Re-envisioning Pedagogical Landscapes

Abstract

The rapid digitization of classrooms has proceeded with limited empirical scrutiny of its effects on learning outcomes, attention, and student well-being. This mixed-methods study investigates the impact of excessive tablet and screen reliance in educational settings, examining both student perceptions and teacher experiences. A questionnaire was administered to 156 secondary school students, and semi-structured interviews were conducted with 12 teachers. Quantitative results indicate that while students acknowledge the convenience of digital devices, they consistently prefer paper for deep reading, studying, and information retention. Teachers reported significant challenges with digital distraction and expressed concerns about declining student attention spans. The findings support the argument for curtailing excessive digitization, restoring paper books as primary learning tools, and re-envisioning pedagogical landscapes around evidence-based, medium-appropriate instruction. This article concludes with practical recommendations for policy and practice.