Ensuring Proper Use of Personal Learning Devices in Schools to Effectively Support Students' Learning

Dr Wan Rizal asked the Minister for Education (a) what tools and policies are in place to ensure that Personal Learning Devices (PLDs) in schools effectively support students' learning while limiting access to non-educational content during school hours; (b) how does the Ministry address cases where students attempt to bypass these restrictions; and (c) whether additional security or monitoring measures are being considered to improve adherence to usage guidelines.

My response will cover the question raised by Dr Wan Rizal, and the questions raised by Ms Hazel Poa and Assoc Prof Jamus Jerome Lim which are scheduled for subsequent Sitting on or after 12 November 2024. [Please refer to "Study into Pros and Cons of Use of Personal Learning Devices in Schools", Official Report, 12 November 2024, Vol 95, Issue 146, Written Answers to Questions for Oral Answer not Answered by End of Question Time section; and "Students' Usage of School-Issued Devices for Non-educational Purposes by Bypassing Restrictions Placed", Official Report, 13 November 2024, Vol 95, Issue 147, Written Answers to Questions section.]

In addition, I will also address written Parliamentary Questions by Dr Wan Rizal and Assoc Prof Jamus Lim. I invite Members to seek clarifications as needed.

Since the introduction of Personal Learning Devices (PLDs) to enhance teaching and learning, the Ministry of Education (MOE) has provided schools with guidance and support, and professional development of teachers, on the use of PLDs for teaching and learning. Cyber wellness lessons were enhanced to promote safe and responsible PLD use. Learning resources on developing digital literacies were made available to students.

To further support the safe and effective use of the PLDs, all PLDs were installed with the Device Management Application (DMA). The DMA blocks access to inappropriate content and regulates screen time. Cases of suspected DMA bypass are investigated and appropriate school-based consequences meted should any misdemeanor be established.

MOE commissioned the National Institute of Education to conduct a two-year study starting in September 2022 to understand the impact of PLDs on teaching and learning, as well as students’ development of 21st Century Competencies, cyber wellness and mental well-being. Interim findings suggest that students found the use of PLDs beneficial for their learning, communication with teachers and collaboration with peers. Students also demonstrated good cyber wellness knowledge, including awareness of cyber risks. Students are learning to translate this knowledge into action when using the PLDs, especially during non-school hours.

MOE recognises that parents are key partners in a student’s education journey. MOE recently collaborated with the Ministry of Social and Family Development and the Health Promotion Board on the Parenting for Wellness initiative. To enable our students to use technology productively and safely for learning, the toolbox for parents includes resources to help navigate the challenges of parenting in the digital age effectively, such as setting screen use limits on digital devices. I encourage parents to make good use of the bite-sized practical tips and strategies to support their children’s growth and development.

We will continue to refine our policies on the use of PLDs and support for schools, students and parents with the findings from the study and feedback we receive.