An anonymous reader quotes a report from the Associated Press: As young children went back to school across Sweden last month, many of their teachers were putting a new emphasis on printed books, quiet reading time and handwriting practice and devoting less time to tablets, independent online research and keyboarding skills. The return to more traditional ways of learning is a response to politicians and experts questioning whether the country’s hyper-digitalized approach to education, including the introduction of tablets in nursery schools, had led to a decline in basic skills. Swedish Minister for Schools Lotta Edholm, who took office 11 months ago as part of a new center-right coalition government, was one of the biggest critics of the all-out embrace of technology. “Sweden’s students need more textbooks,” Edholm said in March. “Physical books are important for student learning.”
The minister announced last month in a statement that the government wants to reverse the decision by the National Agency for Education to make digital devices mandatory in preschools. It plans to go further and to completely end digital learning for children under age 6, the ministry also told The Associated Press. […] “There’s clear scientific evidence that digital tools impair rather than enhance student learning,” Sweden’s Karolinska Institute said in a statement last month on the country’s national digitalization strategy in education. “We believe the focus should return to acquiring knowledge through printed textbooks and teacher expertise, rather than acquiring knowledge primarily from freely available digital sources that have not been vetted for accuracy,” said the institute, a highly respected medical school focused on research. To counter Sweden’s decline in 4th grade reading performance, the Swedish government announced an investment worth 685 million kronor (60 million euros or $64.7 million) in book purchases for the country’s schools this year. Another 500 million kronor will be spent annually in 2024 and 2025 to speed up the return of textbooks to schools. “The Swedish government does have a valid point when saying that there is no evidence for technology improving learning, but I think that’s because there is no straightforward evidence of what works with technology,” said Neil Selwyn, a professor of education at Monash University in Melbourne, Australia. “Technology is just one part of a really complex network of factors in education.”
