What the Numbers Tell Us About Students and Technology

As educators, we often rely on our gut instincts when it comes to understanding our students’ technology use. We notice when phones buzz during class, when students turn to YouTube for explanations, or when they gravitate toward AI tools. But educational research helps us go beyond observation — grounding our assumptions in data and sometimes surprising us with patterns we didn’t anticipate.

This week, I reviewed several recent reports (Pew Research Center, Common Sense Media, Project Tomorrow’s Speak Up survey, and others). Below, I highlight a few statistics that stood out to me — and why I think they matter in my own classroom.

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Always Online: Teens and Constant Connectivity

According to Pew Research Center, 46% of U.S. teens (ages 13–17) say they are online “almost constantly.” This number has nearly doubled since 2015, when only 24% reported the same (Pew Research). What’s even more telling is that teens from lower-income households are more likely (51%) to be “always online” compared to their higher-income peers (43%).

This data resonates with what I see in my own classroom. Students often come in already immersed in digital environments — and for some, phones or devices aren’t luxuries but lifelines. It reminds me that equity conversations can’t just focus on device access; we also need to consider how much (or how little) students depend on these devices outside of school and how that impacts their learning habits.

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Screens in Early Childhood: Tablets by Age 2

One statistic that shocked me came from the 2025 Common Sense Census on Media Use by Kids Zero to Eight. The report found that 40% of children own a tablet by age 2, and nearly 60% by age 4 (Common Sense Media).

Even more eye-opening: children in lower-income households use screens for almost twice as many hours daily (3:48) compared to peers from higher-income homes (1:52). This suggests that screens aren’t just tools for learning but often stand-ins for entertainment, babysitting, or even emotional regulation (20% of parents report using devices to calm children).

As a teacher of older elementary students, I notice how this early exposure plays out: students are fluent in navigating apps and media but often need help with stamina for sustained reading or problem-solving. The data reminds me to be intentional — not simply assuming “digital natives” have the critical skills they need, but recognizing that exposure doesn’t always equal expertise.

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AI(Artificial Intelligence) and Active Learning: Students Want More

Project Tomorrow’s Speak Up survey revealed that 45% of students in grades 6–12 already use AI tools to assist them in their studies (EWA summary of Speak Up report). Yet, even with this enthusiasm, the majority of students say their classroom technology use is mostly passive (watching, reading, listening). Only about 3 in 10 students report having opportunities to create new content or use technology to build something original (EdTech Chronicle summary).

This disconnect feels familiar. Many teachers (myself included) try to design “active tech” lessons, but the reality is that sometimes tech gets reduced to slide decks, videos, or drill-based apps. Students clearly want more opportunities to use tech creatively — and if we don’t give them structured chances to do so, they will find their own, often outside of school.

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Five Quick Stats Worth Noting

To bring this together, here are some highlights that I think would make great “sidebar stats” for educators:

• 📱 46% of teens are online “almost constantly.” (Pew)

• 🖥️ 40% of kids own a tablet by age 2 (60% by age 4). (Common Sense)

• 🤖 45% of secondary students use AI to study. (Speak Up)

• 🎬 48% of kids 0–8 watch short-form videos; 16% daily. (Common Sense)

• 📵 38% of teens admit they spend too much time on their phones. (Pew)

Image Source: Author created with information from Pew and Common Sense Census

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Why This Matters

Educational research doesn’t just confirm what we already know — it pushes us to rethink assumptions. Yes, today’s students are highly connected, but the ways they engage with tech (passive vs. active, creative vs. consumptive) can differ dramatically. Equity gaps emerge early, as do habits that shape attention and learning.

For me, the takeaway is clear: research helps us pause, check our classroom practices against broader trends, and make intentional choices. Whether it’s scaffolding creative digital projects, addressing equity in screen time, or rethinking how we integrate AI, the numbers remind us that our work doesn’t happen in a vacuum.