Rethinking Homework in the Digital Age

In a surprising move, the Ministry of Education and Skills Development (MoESD) has issued a directive restricting teachers to use social media for assigning homework – all in the name of reducing students’ screen time. However, this decision has sparked widespread criticism among the society. 

 

Having previously used social media platforms to assign tasks to students in my role as a teacher, I have always recognised that applications like WeChat, Telegram, and WhatsApp are not just convenient – they are in fact, the only practical tools accessible to our teachers.Unlike other countries that have invested in Learning Management Systems (LMS) or dedicated educational apps, our teachers have no official alternatives.

 

Instead of providing proper platforms, the ministry has simply imposed restrictions, leaving teachers stranded. The Ministry should have introduced proper alternatives before enforcing such a policy. Otherwise, this move is not a solution – it is a crisis in the making.

 

This contradiction is also baffling. On one hand, we are pushing schools for smart classrooms, digital literacy, and tech-driven learning. On the other, teachers are now being directed to limit homework on social media to reduce student screen time. If social media is not the right tool, then what is?

 

What a paradox! While the world embraces technology as the future of education, we still seem to be treating technology as a threat.

 

Does Limiting Homework on Social Media Really Cut Student Screen Time?

Will the policy enforced by the Ministry really achieve this goal? 

Is learning without screens even realistic in today’s technological era?

There are so many questions need to be answered.

 

The truth is that students will scroll social media anyway. It is inevitable for students to use online research and learning resources. This means, students need Google, Wikipedia, or YouTube for learning or assignments, ultimately requiring screen time. 

 

This policy may limit teachers but may not limit student screen time.

 

We live in a technology-driven world. Avoiding screens in education is almost impossible. Even limiting to its use is a challenge. These days screens are essential for learning. For example, in some universities, college and schools, learning materials including the textbooks are now increasingly made available online after the COVID-19 pandemic. Likewise, in this era of coding and AI, students need digital skills that can be obtained only by having access to screen.

 

We cannot eliminate screen-based learning in a tech-driven world – but we can guide students on using screens wisely. Thus, the debate should not be about screens. It should be about how screens are used. For example, passive screen time (social media scrolling) maybe harmful, while active screen time (learning, coding, researching) could be more beneficial.

 

A Balanced Approach?

Instead of limiting homework through social media, we could invest in developing dedicated educational platforms – such as official websites or apps – for managing assignments. Given the evolution of our education system and the value we place on learning, it is high time we established such a system.

 

Where possible, our education system should introduce hybrid learning that encourages digital as well as offline assignments. We can also reinforce our approach and strategies in educating students on healthy screen habits instead of assuming screens are bad.

 

The least we can do is teach metacognition or self-regulation, so students learn to balance screen use. Simply put, metacognition is being aware of how we think or learn, understand what we know or do not know, and use that understanding to plan, monitor, and evaluate one’s learning. On the other hand, self-regulation is like managing ourselves by controlling the emotions, actions, and thoughts to achieve goals (learning). 

 

A Need for a Better Homework System?

 

Absolutely. The issue of teachers assigning homework using social media is happening because they have no structured platform. As a result, teachers struggle to assign and track homeworks. 

 

If it is not communicated through social media, parents often remain uninformed (or perhaps ignorant) about their children’s tasks. 

 

There are some Learning Management System LMS) that does not require subscriptions. Our schools can use these platforms for providing assignments, tracking, and grading purposes. 

 

For example, using Google Classroom, teachers can assign tasks, provide feedback, and organise student work. It can help reduce social media dependence while keeping organised. 

 

The other tools that maybe worth exploring are Google Docs & Google Drive , Padlet, and Wakelet. Students can access the assigned tasks without needing social media accounts.

 

If affordable for schools, the use of advanced platforms such as Seesaw and Showbie are highly advisable. These apps act as virtual diaries, where students and parents can track assigned tasks.

 

If development of such apps are still costly and lacks technological experts, the Ministry may subscribe to other affordable apps. Rather than banning social media-based homework outright, it is wiser to focus on providing alternatives. Teachers need support, not restrictions. At least not academic restrictions, please. 

 

Otherwise, we may have to force our schools go back to the traditional approach of learning – using printed worksheets or written homework logs. Sadly, most of the time, our schools lack a functional printing facility, enough stationaries, or budget to get one. ☹️

The circular from the Minister