Your voice: Demanding workload, eliminating devices from classrooms (long letters) – Young Post

There is a girl from the local school in my after-school class. She often sits slumped in a chair, with her eyes closed and her eyelids heavy with fatigue. My sister and I drag ourselves into the room, slouching like sloths. After eight hours of school, standing on the subway, and walking here, we’re all exhausted.

However, I assume that I cannot burn out because I go to an international school. Let me explain.

Despite differences in curriculum, local and international schools face challenges and stressors, writes one student. Photo: Shutterstock

I remember one day lugging my violin, swim bag, laptop and school bag across town to this lesson. We all entered the classroom and the teacher noticed our tired faces. A girl from a local school shared her day, mentioning two quizzes and swimming lessons. We felt sorry for her.

Then the teacher turned to me and asked, “Why are you tired? Don’t international students have homework and tests? You should be happy!”

I love my school and being a part of its community, but at that moment I felt frustrated. After completing three summative assessments, a presentation, and my own swimming lesson, I held back, smiling but clenching my fists under the table.

There are many different school systems in Hong Kong. This includes a ‘local’ new academic structure for secondary school seniors, which in 2012 replaced O and A Levels with the Diploma of Secondary Education entrance examination. Other schools in Hong Kong – including comprehensive, grant-aided, grant-aided, private and private international – may follow suit with various off-site programs.

I attend a private international school that uses the International Baccalaureate format, with fewer exam sessions than local schools and more assessments spread throughout the year, which tend to overlap. Our classes include tasks such as experiments and writing pages of detailed lab reports.

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All schools in Hong Kong are challenging, just in different ways. The choice depends on many factors, such as location, income, family background and extracurricular interests. However, I believe that we all experience stress and exhaustion, whether you attend a so-called local or international school.

I think there is a misconception that students from foreign schools don’t learn or have any work to do. I expect a lot of challenging work as I approach the end of high school.

It’s time for us to learn about different school systems and try to understand each other’s challenges and stresses without belittling or disparaging each other.

Back to primary school

Irene Zhang from the Pope Paul VI College

I am writing to share my thoughts on the recent Swedish education reform regarding electronic devices in schools. There has been much discussion about reducing or moving away from students using digital devices. I believe that it can coexist with traditional education and even complement each other.

According to the Associated Press, Swedish teachers are putting a new emphasis on “back to basics” teaching. This means traditional learning methods such as printed books, time for quiet reading and handwriting practice rather than spending time on tablets, independent internet research and typing skills.

One of the most important benefits would be to keep students focused in class. Various studies have shown that electronic devices cause students to divide their attention in class, whether due to text messages, social media notifications, or even gaming applications.

If you have access to social media on your phone, tablet, or even computer during class, there is a high probability that you will be distracted. Photo: Shutterstock

According to a 2018 study published in the scientific journal Educational Psychology, such distractions negatively affect long-term content retention and exam performance.

Digitalization has cost students adequate communication, reading and writing skills. Returning to traditional education, where they can interact in person with schoolmates and write with pen and paper, will allow them to practice these essential skills.

On the other hand, completely eliminating electronic devices can come with its own challenges. Students may have difficulty adapting to a sudden shift away from technology, especially after becoming accustomed to digital learning. Imagine the confusion if schools, after years of technology integration, suddenly returned to traditional methods.

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Additionally, devices provide access to educational resources beyond textbooks. Without them, students might miss the opportunity to dig deeper.

I don’t think digital education should just disappear. Technology can improve student learning. For example, there are incredibly useful apps for organizing your study notes. It can complement traditional methods and, with proper management, have a positive impact on learning outcomes.

The problem is not the use of digital devices, but rather the need for self-discipline. Schools should focus on addressing this misuse rather than restricting device use altogether. As they say: “To work well, you need good tools.”

We should focus on managing devices wisely and finding a balance between technology and traditional learning methods.