Screens, Attention, and Deep Learning: The Digital Saturation Dilemma in British Columbia Secondary Schools​

With the rise of technology in British Columbia secondary school classrooms, there is growing concern that the learning environment is becoming digitally saturated. By reviewing the literature on digital distraction, internet dependence, self-regulation, and classroom technology use, this paper examines how these factors affect student attention, retention, classroom participation, and deep learning. The literature suggests that frequent access to digital devices can divide a student’s attention, weaken knowledge retention, interfere with sustained cognitive effort, and reduce classroom participation. Although technology can support learning, a digital literacy curriculum must include intentional, controlled, and monitored technology use and support the development of student self-regulation. School boards should revise school technology policies to extend beyond personal devices to fully address digitally saturated classrooms.

Keywords: digital saturation, digital distraction, student attention, knowledge retention, classroom participation, deep learning