In the first column of this series (“Do computers aid learning? I know a dead parrot when I seen one”, 24 January), we learned that the primary function of computers is to enable the passive consumption of rapidly shifting media content - which is a big reason why research has long shown that students struggle to learn when using this tool.

In the second column (“Why have we let computers take over our classrooms?”, 7 February), we applied this idea to several common arguments and considered why potential, ubiquity and intention do not provide a solid enough foundation upon which to construct modern education.

In this final column of the series, I want to explore several silver linings: specific contexts in which computers may prove beneficial to learning. It’s important to recognise, however, that the following examples are not universal and come with some very important caveats.

1. Learning difficulties

Computers, as assistive technology, can prove an absolute godsend when students have specific learning difficulties (1). For instance, those with visual disabilities can use computers to vocalise text (2); those with hearing disabilities can use computers to transcribe speech (3); those with motor disabilities can use computers to predict written intentions (4) and so on.

Although these benefits can’t be overstated, it’s worth remembering that one student’s support can become another student’s excuse. Too often, individuals with no specific disability employ computers to cater to personal preference and avoid the often difficult process of learning. Accordingly, it’s important for teachers to determine when it would be reasonable for young people to use computers to cater to preference, and when it would be reasonable to ask them to engage with more difficult, less fluent tasks.

2. Simulation

Computer simulation appears to be somewhat effective when rehearsing motor skills that would otherwise be too difficult or dangerous to acquire. For example, airline pilots practising mid-air emergency manoeuvres (5); surgeons practising invasive procedures (6); and Formula One racing drivers practising transitory city-street courses (7).

Although simulation may benefit motor skills, it’s not clear that the same can be said for declarative knowledge (8) - facts, dates, events, and so on. As an example, a Greek-Australian school recently invested in an untested virtual reality goggles program that allows students to converse with avatars to learn the Greek language. There is a far easier, proven, and more adaptive technique it could have employed: asking students to converse with a flesh-and-blood Greek person (there are many in Greek-Australian schools).

This is not to say that computer simulations can’t be used to teach declarative knowledge. It is simply to say that this learning is fraught with the same bevy of issues all computerised learning must address (as outlined in my previous columns).

3. Access

It is common in tertiary education to demand that teachers place all relevant learning materials (slides, readings, notes and so on) online for students to access. The reason for this is to ensure that they can undertake the learning on their own terms. Among distance learners, who have perennially been unable to attend formal schooling, this practice can be truly life changing (9).

Unfortunately, when all students have unrestricted access to digital material (regardless of context), the message sent is that learning is less important than other life circumstances and should be squeezed in only when time permits. This is why, among the millions of students who have undertaken online learning in the past two decades, less than 5 per cent have seen their courses through to completion (10).

When education is adapted to the lifestyle of the learner, there are no consequences, expectations or standards, and there is no reason for personal investment.

Again, there are students who have legitimate reasons for being unable to attend traditional classes. This group should never be ignored and their needs can be addressed on a case-by-case basis. However, as with learning difficulties, scaffolds designed to support some students can all too easily become excuses for others.

As such, checks should be put in place to ensure that we don’t unwittingly and needlessly overthrow traditionally successful pedagogical structures.

In the end, as noted in the first column of this series, nobody is arguing that computers cannot be used for learning; the argument is rather that computers so often are not used for learning that they typically prove an unnecessary obstacle when employed for this purpose.

No tool is a panacea: when an educational device is employed, users should always be clear when, how and why they are using it, and what outcome they can expect.

Jared Cooney Horvath is a neuroscientist, educator and author. To ask our resident learning scientist a question, please email: AskALearningScientist@gmail.com

This article originally appeared in the 21 February 2020 issue under the headline “Computers in schools? Not every cloud has a silver lining”