Technology in the classroom in Spain: a tool for 21st century learning

At a time when digitalisation transforms every aspect of our lives, education cannot be left behind. The debate about the use of digital devices in classrooms has gained strength in Spain, especially after the decision of some autonomous communities, such as Madrid, to restrict their use in stages such as Infant and Primary. However, this measure has generated concern among experts, teachers and organizations in the technology sector, who defend a more balanced and pedagogical vision of the use of technology in education.

Digital access: a right and an opportunity

The digital environment is not only a tool, but a right recognized by international organizations such as the UN and UNICEF. Access to the Internet and digital technologies enables children to exercise other fundamental rights: learn, learn, express and participate. Limiting its use in the school environment can be a barrier to the integral development of students.

Technology with purpose: beyond the screens

It's not about using more technology, it's about using it better. The key is in the intentional and pedagogical use of the devices. Studies such as Glasgow City Council Education's Educational Services Digital Learning Strategy, Skills and Early Years City Policy Committee, Funcas' Impact of Technology-Assisted Learning on Non-University Education or Computer Thinking and Programming conducted by professors at the Polytechnic University of Madrid show that a well-targeted use of technology improves academic performance, especially in competencies such as mathematics, reading and critical thinking.

In addition, tools such as computer-aided learning (CAL) allow teaching to be adapted to the rhythm of each student, offering immediate feedback and promoting autonomy.

The role of teachers: training and leadership

Spain has made significant progress in teaching digital skills. More than 80% of teachers have been accredited in digital teacher competence thanks to programs such as #CompDigEdu[4] organized by the National Institute of Educational Technologies and Teacher Training (INTEF). This training is essential to ensure that technology is effectively integrated into the classroom, with active, inclusive and student-centered methodologies.

Security, privacy and digital well-being

One of the most repeated arguments against the use of devices is the concern for mental health and digital security. However, the school environment is precisely the most suitable place to teach a responsible and safe use of technology. With management tools, content filters and teacher supervision, a protected and educational digital environment can be guaranteed.

Inclusion and equity: closing gaps, not opening them

Technology has enormous potential to reduce inequalities. It allows personalizing learning, serving students with specific needs and offering educational resources in rural areas or with fewer resources. Limiting their use can widen the digital divide and leave behind those who could most benefit from it.

A place for dialogue and coherence

A collaborative approach is needed, including teachers, families, administrations and students. Education policies should be aligned with national and European digitalisation objectives, such as the Digital Spain 2025 Plan or the European Digital Competence Framework.

Conclusion: technology yes, but with meaning

Technology does not replace the teacher, it empowers him. It does not replace pedagogy, it transforms it. And it is not a threat, but an opportunity if used with judgment, training and purpose. Betting on a digital education is not a fad, it is a necessity to prepare our young people for the world that is already here.