Initially, having constant access to technology makes me feel capable and efficient. I appreciate being able to find information quickly, communicate with others and complete university work from almost anywhere. However, I have increasingly recognised feelings of cognitive exhaustion and anxiety when I am constantly connected. I sometimes feel an almost automatic urge to check notifications, even when I know I need to concentrate. This has made me question whether my use of technology is genuinely supporting my learning or simply making me feel busy. As a future teacher, this also concerns me because students may experience the same tension between the educational benefits of technology and its capacity to distract them.

Digital technology has provided significant benefits to my education, including access to academic resources, collaboration and flexible learning opportunities (Rogers, 2021). These experiences demonstrate how technology can make education more accessible and connected. However, I have also realised that attempting to multitask often compromises my concentration and comprehension. Kirschner and De Bruyckere (2017) argue that people do not effectively multitask but instead rapidly switch between tasks, increasing cognitive load and reducing learning effectiveness. Therefore, my experience with technology has involved both increased educational opportunity and increased potential for distraction.

My experience challenges the assumption that being a “digital native” automatically makes someone an effective user of technology (Prensky, 2001). Simply growing up surrounded by digital devices does not guarantee digital literacy or an ability to manage competing information effectively (Kirschner & De Bruyckere, 2017). Digital environments can also be deliberately designed to capture and retain attention through notifications and other features (Haupt, 2022).

This matters for teachers because technology use is a pedagogical issue, not simply a technical one. Digital tools can enhance collaboration and learning, but their effectiveness depends on how they are implemented (Timotheou et al., 2023). Teachers therefore need to explicitly teach students how to use technology critically, intentionally and responsibly rather than assuming students already possess these skills.

I now understand that digital technology is neither inherently beneficial nor harmful to education. Its impact depends on how it is used. Effective digital learning requires intentional choices that balance access and collaboration with concentration, critical thinking and digital wellbeing.

Moving forward, I will silence notifications and close unrelated tabs during focused study. In my future practice, I will establish clear purposes and boundaries for technology use rather than incorporating digital tools simply because they are available. I will also model responsible digital habits and help students develop the critical digital literacy required to recognise when technology supports learning and when it becomes a distraction.