Norway’s shift away from screen-based education reflects growing concerns over reading comprehension and student engagement, prompting a reevaluation of educational technology in classrooms.
OSLO, Norway — In a significant shift, Norway is reconsidering its approach to digital education as evidence mounts that screen-based learning may hinder reading comprehension among students. Once a leader in integrating technology into classrooms, Norway is now facing criticism as recent studies reveal that its students rank poorly in reading proficiency and enjoyment compared to their peers worldwide.
Historically, Norway has embraced educational technology, beginning in the 1980s when the government prioritized the use of computers in schools. By the early 2000s, authorities declared digital technology a fundamental skill alongside reading, writing, and arithmetic. Over the last decade, most coursework for Norwegian students has been conducted via tablets and laptops.
“In Norway, we were one of the first countries to say we want to be world-leading in education technology, and we’ve been very proud of that,” said Marte Blikstad-Balas, a professor at the University of Oslo’s Department of Teacher Education and School Research. “But now you see a very sharp U-turn. Especially for children in grades one to four, we’re trying to build down our digital infrastructure.”
Current Challenges in Reading Proficiency
The urgency of this reassessment is underscored by findings from the Programme for International Student Assessment (PISA), which monitors academic performance in reading, math, and science across various nations. The latest report indicates that despite Norway’s high spending on education—among the highest per pupil globally—its students exhibit mediocre reading skills. Alarmingly, a 2021 international survey placed Norwegian students last in reading enjoyment among 65 surveyed countries.
This declining performance has prompted a growing movement among Norwegian parents advocating for a reduction in screen-based learning in favor of traditional book reading. This trend mirrors similar sentiments in the United States, where legislative proposals are emerging to limit screen use in classrooms in favor of more conventional education methods.
Insights from Research
Blikstad-Balas, whose research focuses on the impact of digital technology in educational settings, has recently published findings comparing reading on screens versus paper. Her studies indicate that digital reading may lead to poorer comprehension and a shallower engagement with texts.
In one notable study, eighth-grade students were asked to read two short passages—one about a walrus and the other about a beetle—either on a screen or on paper while wearing eye-tracking glasses. The results showed a significant decline in reading comprehension for those using screens. Notably, students who read digitally exhibited more than double the number of “transitions,” where they would backtrack to reread the text before answering questions.
Blikstad-Balas remarked, “What we saw, and this is very much in line with other research, was that when the students read in the digital condition, they tended to read faster and do more skim reading.” This finding challenges previous critiques of digital reading research, which often attributed poor performance to students’ lack of experience with screens. “The children in this particular study grew up in mostly digital learning environments,” she added, emphasizing that if any group should excel at screen reading, it would be these students. Yet they did not.
Self-Assessment and Cognitive Implications
Interestingly, when asked to evaluate their performance, students believed they performed equally well in both reading conditions, despite evident struggles with the digital format. “They said they believed they were equally good in both conditions,” Blikstad-Balas noted, highlighting a disconnect between their self-perception and actual performance.
The disparity in reading comprehension between digital and print formats can be attributed to two primary factors. First, the physical characteristics of paper-based texts—such as fixed locations for sentences and paragraphs—may enhance cognitive retention and understanding. Second, the distracting nature of online reading environments may train students to skim rather than engage deeply with the material.
Ladislao Salmerón, a professor at the University of Valencia, points out that while the differences in performance might appear small—such as half a question on a ten-question test—these gaps can accumulate over time, leading to significant deficiencies in reading skills. “Reading ability is cumulative and develops through the whole life cycle,” he explained, warning that shallow reading habits formed in early education could result in long-term problems.
Looking Ahead: The Future of Educational Technology
As Norway navigates this pivotal moment in educational policy, the potential for newer technologies to address these challenges remains uncertain. Blikstad-Balas argues that current digital devices may not necessarily be improvements over traditional learning methods. “With technology, the bar has been set very high to doubt it or to pull it out of classrooms in favor of traditional methods,” she said. “It should be the other way around.”
As the discussion continues, Norway’s experience may serve as a crucial case study for other nations grappling with the role of technology in education, emphasizing the importance of balancing innovative tools with foundational learning strategies.
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