The report published by Cranfield School of Management (UK) concludes that technology addiction amongst teenagers is having a disruptive effect on their learning.

The study of 267 pupils aged 11 to 18 found 63% felt addicted to the internet and 53% to their mobile phones.

They found 62% first used or owned a computer before the age of eight, 80% first used the internet between the ages of five and 10, 58% first used a mobile phone between the ages of eight and 10 and 58% have had access to a social networking sites between the ages of eleven and 13.

Over half (53.2%) indicated they spent up to around 30 minutes a day on their mobile, while 17% said they spent at least three hours on their mobile.

Over 30% reported spending between one to two hours a day using the internet and 26% said they spent up to six or more hours a day.

Over a third (39%) admitted that text shortcuts damaged the quality of their written English, particularly when it came to spelling.

And 84% openly admitted copying chunks of information from the internet into their homework or projects on a number of occasions. Pupils said the internet was by far the largest source of information for such work, with over 90% saying they used it compared with 43% who said books.

Their report concluded that modern gadgets worsened pupils’ spelling and concentration, encouraged plagiarism and disrupted lessons.

Yet nothing was reported about the positive impact of living in a highly connected, information rich world. It is easy for us to take this research and harp back to a time gone by, but is it really a bad thing that children today can readily access vast amounts of information? Shouldn’t education be about how to use this information and the technological tools available to enhance their learning? We have to find out what motivates the learner, provide meaningful content in “their world” and help them to use all technology available to them.