CAVEAT – We’re grateful to Diana Graber for hosting a thought-provoking webinar featuring Dr. Sydney Sullivan, Dr. Nolan Higdon, and Dr. Pamela Rutledge. Their insightful discussion deeply resonated with us and served as a key inspiration for this article.
In today’s onlife world, most youth and teens are impressively fluent in the technical use of technology. They can edit videos with ease, navigate new apps intuitively, and troubleshoot devices better than some adults. But being skilled in the “how” of technology, what we call tech literacy, is only part of the equation. What many young people are lacking is digital literacy, which is the deeper understanding of how technology impacts their lives, shapes society, and demands ethical and critical thinking skills.
Tech literacy is the ability to use technology tools effectively. This includes:
- Navigating devices and software
- Using apps, websites, and platforms efficiently
- Troubleshooting basic tech issues
- Operating devices and digital tools to complete tasks such as creating a PowerPoint or Keynote presentation
Most youth and teens excel here. They grow up immersed in tech, and their comfort level often outpaces that of parents, caregivers, and even their teachers.
Digital literacy, on the other hand, goes beyond knowing how to use technology. It’s about:
- Understanding how algorithms shape the content we see
- Recognizing misinformation and disinformation
- Knowing how to protect personal privacy and data
- Understanding digital footprints and online permanence
- Navigating cyberbullying, digital consent, and ethical online behaviour
- Thinking critically about the societal and psychological impacts of digital spaces
In other words, digital literacy helps students to critically think and ask the “why” and “should I” questions, not just “how.”
In the webinar that inspired this article, Dr. Sydney Sullivan shared that while her first-year university students demonstrate strong technical skills, their understanding of digital literacy is noticeably lacking. To us, this is a very interesting anecdotal observation that screams at the fact that we still have lots to do as parents, caregivers, and educators on this issue. It also begs the question, “how is banning all tech in a classroom going to aid in overcoming this challenge?Answer – It doesn’t.
Many parents, caregivers, and educators assume that just because youth and teens can operate a smartphone or edit a TikTok video, they’re digitally savvy. But that’s a dangerous misconception.
Knowing how to post online is not the same as understanding what posting can do to your reputation or your future. Understanding how to use a VPN doesn’t mean you understand what companies do with your personal data. And being a pro at creating viral content doesn’t mean you can spot when you’re being manipulated by an algorithm or targeted by a scam.
Tech literacy is skill-based. Digital literacy is values/ethos-based, and without both, youth and teens are at a disadvantage in our ever-developing onlife world.
As professionals working on the front lines of digital literacy and internet safety education, we at The White Hatter have seen firsthand how the absence of structured, experiential digital education leaves young people vulnerable. We’ve presented to hundreds of thousands of students, parents, and educators, and what we consistently see is that parents and educators often overestimate digital wisdom based on technical fluency. That’s a big problem in our opinion.
We believe schools are ideally positioned to bridge this gap. Just as they teach math, reading, and science, they can, and should, be teaching:
- How to verify online sources
- How to spot emotional manipulation in clickbait
- How social media algorithms reinforce bias and shape worldview
- How to navigate interpersonal relationships and mental health in a digital age
- How online advertising affects consumer choices
However, to do this, we need to educate the educators through professional development that focuses on applied digital literacy, not just theoretical awareness. Teachers can’t teach what they haven’t been taught, this is a challenge we’ve highlighted in many of our workshops and articles.
But here’s the challenge, if schools ban all technology in the classroom from bell to bell, they’re removing the most important ingredient to digital literacy, and that being experiential learning.
In response to growing concerns about screen time and digital distraction, there is an increasing call that schools move to ban all tech use during school hours. On the surface, this may seem like a solution. Less screen time equals more focus, right? Not necessarily!
This binary all-or-nothing approach to banning technology in classrooms may reduce some immediate distractions, but it also removes vital learning opportunities that students need in order to thrive in today’s onlife world. When technology is present in the classroom, teachers can model appropriate tech use in real time, demonstrating how to use devices responsibly, ethically, and purposefully.
We say this often, “Banning technology from students doesn’t teach them how to use it. It just delays the inevitable and often leaves them unprepared.”
Instead of avoiding potential distractions, educators can help students learn how to manage them by developing habits like turning off notifications during focus time, evaluating the credibility of online information, and making mindful decisions about screen use. These are real-world skills that can’t be taught effectively through lectures alone; they require hands-on, guided practice.
When students use technology in authentic learning environments, they also get the chance to practice digital citizenship in ways that are meaningful and relevant. Whether it’s collaborating respectfully on a shared document, engaging in a moderated class discussion on a social platform, or giving proper credit in a multimedia project, these experiences reinforce ethical and responsible behaviour online.
In addition, allowing the “intentional use” of technology in the classroom creates moments for teachers to debrief online experiences as they happen, helping students process digital challenges like cyberbullying, misinformation, or privacy concerns with the support of a trusted adult.
Ultimately, banning technology doesn’t teach students how to balance it, rather it teaches them to avoid it. Avoidance is not a strategy for long-term success. If we want to prepare students for the realities of a digital world, we must create space for them to learn, question, and grow within it and not outside of it.
Ifyouth and teens aren’t learning how to manage technology in school, where else will they learn? Certainly not in unmoderated, algorithm-driven online spaces without guidance outside of school.
Digital literacy must be experiential. It’s not a theoretical subject, rather it’s a lived one. To truly grasp the complexities of today’s onlife world, youth and teens need the chance to actively engage with the technology they already use daily. This means evaluating and discussing real content from the platforms they’re already familiar with such as Instagram, TikTok, YouTube, Discord, Snapchat. These aren’t just entertainment tools, they’re powerful media ecosystems that influence identity, beliefs, and behaviour.
By analyzing real examples, students learn to recognize persuasive techniques, misinformation, and the influence of algorithms in shaping what they see and believe. This is becoming even more important given the lightning speed of AI development, a reality we can no longer ignore.
In addition to critical analysis, students must have the opportunity to engage with technology in structured, guided environments. This allows educators to introduce key digital concepts such as data privacy, digital dossiers, and online empathy, while students are immersed in hands-on learning. These moments allow learners to reflect on their digital choices and understand the potential consequences of their actions, from posting a comment to sharing a personal image. That reflection leads to awareness and accountability.
And perhaps most importantly, students need to experience using technology in productive and meaningful ways. This includes applying digital tools to:
- Collaborate on projects
- Solve real-world problems creatively
- Contribute positively to online communities
When students see technology as a tool for empowerment, not just distraction or entertainment, they begin to develop a healthier, more balanced relationship with their digital lives.
By integrating technology into the curriculum, instead of banning it outright, educators can play a crucial role in shaping digitally literate youth and teens. They can lead important conversations about media bias, emotional manipulation, and the influence of digital advertising. They can introduce classroom-friendly tools that pedagogically foster creativity, collaboration, and innovation. Most importantly, they can guide students through the messy, complex, and ever-evolving process of learning how to navigate the onlife world responsibly and thoughtfully. This is about preparation, not protection.
Instead of removing tech, let’s reframe how it’s used. Let’s shift from control to coaching that uses sound pedagogy. Let’s teach youth and teens not just how to use devices, but how to think deeply about the power those devices hold.
Digital literacy isn’t an option, it needs to be a necessity. Our goal shouldn’t be to raise kids who avoid technology, but to raise kids who engage with it responsibly, ethically, and with age-appropriate awareness. Hiding or banning tech doesn’t solve the problem; it simply delays critical conversations and hinders essential learning in today’s onlife world.
Digital Food For Thought
The White Hatter
Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech
