I am an educational technologist, and my career has always been grounded in questions of how technology can genuinely support learning. Between 2005 and 2008, when I was a K–12 teacher, I also served as an instructional coach—helping colleagues integrate technology into their classrooms. The challenges I witnessed in those early roles are what led me to graduate school and eventually to the Instructional Systems Technology doctorate program at Indiana University.
My training reinforced something I still believe deeply: technology can be transformative when it’s used purposefully.
But today, it is also becoming one of the most destructive forces in classrooms.
When student success meets digital overwhelm
At a recent school-wide faculty meeting, our discussion centered on student success. Much of the conversation focused on students entering our programs with limited math backgrounds. Yes—math and literacy are vital foundations for success in computing and engineering fields.
But as I listened, I kept returning to another factor that rarely makes it into our data dashboards: the sheer volume of technology use that is eroding our students’ focus, well-being, and learning habits.
A 12-hour screen day: the moment that stopped me
Two weeks ago, during class, I noticed a student scrolling on social media. I jokingly asked if the student was “researching” for the game project—though I already knew the answer. Because I have a strong, open relationship with my students, what followed was an honest conversation. The student shared the daily screen time with me.
Twelve hours.
Twelve hours on her phone alone.
After the class time, a group of students voluntarily shared their screen time data: an average of eight hours per day. And these were the ones willing to check.
I often tell my colleagues and K12 teachers that the two biggest dangers to the well-being of our children are excessive sugar and technology use. Both can quietly shape habits, mood, motivation, and overall development.
If we care about building healthy, sustainable societies, we cannot ignore this.
A changing society—and a disappearing sense of balance
This morning, during a rare moment of watching the news on my break, I learned that the European Parliament 1 passed a resolution proposing a minimum age of 16 to access social media platforms and AI companions. Ages 13–15 would require parental consent; under 13 would be an outright ban.
Bans may help in limited ways, and social media undoubtedly plays a role in free expression. But social media is only one piece of a much larger screen-time problem.
As educators—and as a society—we need to teach young people to use digital tools without becoming dependent on them, to navigate online spaces without losing their sense of humanity, and to develop the capacity to face life rather than escape it.
I understand that society is changing. I understand that our students must be prepared for a future in which technology is intertwined with every aspect of life. But what troubles me is the lack of balance. I see people—adults and children alike—using their phones to escape discomfort, to avoid real problems, or to create a digital reality that feels easier than the one they live in.
I don’t have a perfect solution.
But I do know this: the direction we are moving doesn’t feel human.
And if we want healthier, more grounded learners, we must start talking about this openly—and acting with intention.
Dr. Olgun Sadik's Personal Website 
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