Primary School in New Zealand Abandons iPads for Young Students Amid Growing Concerns About Screen Time

Omata School in New Plymouth, New Zealand, has removed iPads from classrooms for students in years one to four, reverting to traditional pen-and-paper methods after a trial period. The decision, announced by principal Karen Brisco, follows concerns about the impact of screen time on early childhood development, according to a report by Checkpoint.

Principal Cites Research on Screen Time and Learning Outcomes

Brisco told Checkpoint that she reviewed research on screen time’s effects on young children’s cognitive development, which “started to ring alarm bells” about the use of digital devices in education. “The research was concerning around the type of learning and the depth of learning that children do on screens,” she said. “I kept thinking, ‘I wonder if we should give them a rest and see how it goes.'”

The school’s move aligns with guidelines from the Paediatric Society of New Zealand, which recommends no more than 10–15 minutes of screen time per day for children aged 2–6 and no more than a third of the school day for those aged 6–12, with sessions limited to 20 minutes. “The screens, the activities that they do on screens, are not lighting up the learning pathways as strongly as when they are hands-on,” Brisco added.

Teachers Observing Behavioral Shifts

Teachers at Omata School noted that some younger students became “highly attached” to screen-based activities, leading to challenges when transitioning to other tasks. However, Brisco said these issues “largely stopped by the end of the first term.” Older students in years five to eight continue to use laptops for research and document creation, with no gaming applications, she said.

“We’re not against technology at all—we were early adopters of iPads and laptops right at the very beginning,” Brisco emphasized. “But for young children in particular, it’s hands-on learning that seems to be more beneficial than significant amounts of time of learning through a screen.”

Broader Debate on Technology in Early Education

The decision reflects a growing global debate about the role of technology in early childhood education.

Brisco acknowledged the challenges of balancing technological integration with developmental needs. “When you know better, you do better,” she said. “As the science is telling us new information, we must take it on board as educators of young people.”

What’s Next for Omata School?

As technology continues to shape modern classrooms, Omata School’s decision underscores the ongoing effort to reconcile innovation with the developmental needs of young learners.