We are Learning
UNICEF Canada defines learning as experiences both inside and outside school that respect each person’s passions, abilities, and culture. It includes knowing your rights, building literacy, and learning in environments that encourage goal-setting, exploration, and curiosity. Learning also means facing mistakes and challenges and finding ways to recover, while shaping positive or negative feelings about school. Our research asks: What role do digital devices and the internet play in youth education? How is education connected to digital citizenship?
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Research Snapshot
by: Dr. James Stinson
Over the past two decades, digital technology has been integrated into schooling and young people’s lives at an accelerating rate. From classroom educational technologies and mobile devices to social media and the newest wave of artificial intelligence (AI), these tools have reshaped teaching, learning, and student wellbeing.
Between 2017 and 2019, Canadian schools and universities entered the pandemic with uneven but growing adoption of digital tools (Veletsianos, VanLeeuwen, Belikov, and Johnson’s, 2021).
The research reviewed here—ranging from pre-COVID studies of online surveillance and cell phones to pandemic-era investigations of remote learning and current debates about AI—highlights both the promise and the risks of digital technology for student learning and wellbeing. It is organized into 6 major themes:
(1) surveillance and regulation of student technology use;
(2) equity and the digital divide;
(3) technology as a learning enhancer and a source of distraction;
(4) digital citizenship, privacy, and online safety; and
(5) pandemic-driven transformations of schooling.
(6) A sixth section focuses specifically on AI in education.
Surveillance, Regulation, and the “Problem” of Student Devices
Canadian research shows that schools have often approached student technology use through a lens of control. Rather than treating students as rights-bearing digital citizens, schools often cast them as potential violators whose activities need to be managed. Steeves (2010) documents how online surveillance—monitoring internet use, filtering content, and tracking student behavior—creates a “culture of control” in public education.
Steeves also talks about how online surveillance shapes education policies. Increased surveillance is often presented as necessary for ‘safety’ and ‘accountability’. However, this article challenges this claim, pointing out that there is not enough evidence to show that surveillance technologies are effective in reducing disciplinary issues or improving student safety in schools. Instead, these practices can contribute schools being seen as punitive environments rather than supportive learning spaces.
Similarly, McConvey and Guha (2024) find that the growing reliance on algorithmic decisions in post-secondary institutions leads to increased student surveillance, an exacerbation of existing inequities, and the automation of the faculty-student relationships. Such practices affect students’ sense of autonomy and trust. The governance of technology—how data are collected, interpreted, and acted upon—shapes not only behavior but also engagement and wellbeing.
Recent policy debates around mobile phones continue this trend. Smale, Hutcheson, and Russo (2021) look at the balance between cell phones, student rights, and school safety, while Campbell et al. (2024) provide a scoping review of evidence for and against banning mobile phones outright. Both conclude that blanket bans have little clear benefit for safety or learning but can infringe on student rights and limit beneficial uses such as accessibility apps or translation tools. Strange (2025) describes an emerging shift “from ban to balance,” where schools adopt nuanced approaches that emphasize responsible use rather than prohibition. Domitrek and Raby (2008) show that secondary schools regulate electronic devices such as cell phones unevenly depending on space, context, and teacher discretion.
This body of work suggests that the way technology is governed in schools shapes not only student behavior but also the overall climate of trust and engagement. Overly punitive (strict, punishment-focused) policies may alienate students and deepen digital inequalities, while collaborative approaches can integrate technology into learning more constructively.
The benefits of digital technology are unevenly distributed. Chen (2015) documents persistent gaps in Ontario public schools in access to devices, reliable internet, and teacher training, with disparities especially pronounced in lower-income and rural settings. These challenges are magnified in remote and northern Indigenous communities: problems like inadequate infrastructure, high costs, and limited culturally relevant content make it harder to adopt new technology, meaning that simply providing new devices alone does not improve learning outcomes (O’Donnell, Beaton, McMahon, Hudson, Williams, and Whiteduck, 2016).
Blaskovits, Bayoumi, Davison, Watson, and Purkey (2023) find similar barriers for Indigenous post-secondary students during COVID-19, including unreliable internet and disrupted community-based supports. Both Indigenous and international students continue to face unique obstacles navigating higher education in a post-pandemic, post-AI environment (Hill, Woodroffe, and Golebiowska, 2024).
At the same time, digital spaces can provide new opportunities for representation and informal learning. Watt, Abdulqadir, Siyad, and Hujaleh (2019) describe how three Somali-Canadian, Muslim, female YouTubers act as informal educators and role models, showing that youth can learn with and from digital creators who reflect their identities. Social media platforms can support marginalized learners—if access and digital literacy are ensured.
Equity, Access, and the Digital Divide
Without attention to infrastructure, affordability, and training, digital technology can widen rather than narrow educational inequalities. This holds true across devices (laptops, tablets, phones), platforms (Google Classroom, Teams), and AI-based personalization systems, which may replicate biases if designed without equity in mind
(McConvey & Guha, 2024).
Engagement, Learning Gains, and Distraction
Another key theme is the tension between technology’s potential to enhance learning and its potential to distract. Rizk and Davies (2021) find that when digital tools like interactive apps for formative assessment are used intentionally, they can boost participation—especially for students less engaged in traditional activities.
Rizk and Hillier (2021) show how this applies in out-of-school contexts too: how families describe technology as “everywhere” in both home and school summer learning activities; and how some saw digital tools supporting enrichment, while others found that screens blurred boundaries between leisure and learning or exacerbated conflicts about use.
Research conducted by UNICEF Canada through their U-Report program shows that Canadian youth feel that screen time impacts their ability to focus in the classroom. Source: https://canada-en.ureport.in/opinion/7241/
Similar ambivalence appears in studies of mobile learning. Dias and Victor (2017) looked at the synthesize international evidence on mobile learning, and found there were benefits, like increased motivation, flexibility, and access to information; but, also challenges, like off-task behavior and cybersecurity risks. A survey of Canadian and American students also shows mixed impacts of laptop and cell phone use in class: many report greater convenience and access to materials, but others experience reduced concentration and poorer note-taking (Unsal and Ruzgar).
Social media adds another layer to this tension. Watt, Abdulqadir, Siyad, and Hujaleh (2019) show how YouTube channels run by Somali-Canadian, Muslim, female creators can serve as informal learning spaces and sites of identity formation, especially for youth from marginalized communities. Yet platforms like TikTok and Instagram are also frequently cited by teachers as major sources of distraction, short attention spans, and viral “challenges” that can disrupt classrooms (Cassidy et al., 2012; Ryan, Kariuki, & Yilmaz, 2011). The mixed evidence underscores that social media can be both a potent tool for informal learning and civic engagement and a significant competitor for students’ attention during formal instruction.
Ultimately, these findings underscore that technology’s impact depends less on the device itself than on how adults and students co-construct norms of use and how digital tools are embedded in pedagogy.
Canadian schools have been slower to prepare students for the ethical, safety, and privacy dimensions of digital life. Dyszlewski (2018) maps a patchwork of K–12 online privacy initiatives with no consistent national framework. While some provinces integrate digital citizenship into curricula, many teachers lack training or resources to address rapidly evolving issues such as data collection, online reputation, algorithmic bias, or AI-generated content.
A substantial body of research focuses on cyberbullying, one of the most visible online risks for young people. Li (2005) provided one of the earliest national surveys of cyberbullying among Canadian adolescents, showing that online harassment had already become widespread by the mid-2000s. In a later cross-cultural study, Li (2008) found that Canadian adolescents’ experiences mirrored those of youth elsewhere, underscoring the global nature of the problem. Cassidy, Brown, and Jackson (2012) describe how cyberbullying often operates “under the radar” of educators, who may be unaware of incidents or lack strategies for intervention. Ryan, Kariuki, and Yilmaz (2011) further show that even pre-service teachers vary widely in their understanding of cyberbullying and its impacts, suggesting that there is a persistent training gap.
The consequences for student wellbeing can be severe. Sampasa-Kanyinga, Roumeliotis, and Xu (2014) demonstrate strong associations between cyberbullying victimization and suicidal ideation, plans, and attempts among Canadian schoolchildren. This is a public health concern as well as an educational one. Hendry, Hellsten, McIntyre, and Smith (2023) bring the picture up to date with recommendations from Western Canadian stakeholders on prevention and intervention. They advocate a comprehensive, multi-level approach—combining school policies, teacher education, student-led initiatives, and collaboration with parents—to address the rapidly evolving online environment.
Taken together, these studies show that while schools devote significant attention to controlling student technology use (Steeves, 2010), they invest far less in empowering students with the knowledge, skills, and supports to protect themselves online and to act ethically as digital citizens. Without systematic training and coordinated policy, efforts to address cyberbullying, privacy, and safety remain fragmented and reactive, leaving students vulnerable and educators underprepared.
Digital Citizenship, Privacy, and Safety
Pandemic-Era Remote Learning and Its Aftermath
The COVID-19 pandemic transformed the role of digital technology in education almost overnight. Conrad, Deng, Caron, Shkurska, Skerrett, and Sundararajan (2022) show that students’ perceptions of how difficult online learning was strongly shaped their satisfaction; those who felt confident with platforms and self-regulation were more satisfied, while those who struggled felt disengaged. Houlden and Veletsianos (2022) synthesize surveys showing that digital technology increased workload, reduced interaction, and heightened stress among postsecondary students.
At the K–12 level, Whitley, Beauchamp, and Brown (2021) report significant learning losses, particularly for students with disabilities, from low-income households, or already at academic risk. Nandlall, Hawke, Hayes, Darnay, Daley, Relihan, and Henderson (2022) document youth perspectives on remote learning, highlighting both negative experiences (boredom, lack of structure) and some positives (flexibility, less bullying, more family time).
For Indigenous students, Blaskovits et al. (2023) identify unique challenges linked to unreliable internet and lack of culturally appropriate supports. Livingston, Houston, Carradine, Fallon, Akmeemana, Nizam, and McNab (2023) show that Canadian youth experienced many of the same digital inclusion issues as peers globally: device shortages, inconsistent teacher training, and uneven home learning environments. Hill et al. (2024) emphasize that even as campuses reopen, Indigenous and international students navigate a “post-AI” educational landscape with uneven support.
These studies illustrate that digital technology is not a neutral equalizer. Under crisis conditions, it can intensify pre-existing inequalities and mental health challenges, but with thoughtful design and support it can open new pathways for flexible, student-centered learning.
Although AI is only one strand of digital technology, its rapid rise makes it a distinct theme. Van der Vorst and Jelicic (2019) argue that AI can unlock personalized learning—adaptive systems that respond to each student’s progress—if implemented thoughtfully. Lampropoulos (2025) highlights new possibilities when AI is combined with augmented or virtual reality to create immersive, multimodal learning experiences. Seo, Tang, Roll, Fels, and Yoon (2021) find that AI tools can change the learner–instructor dynamic in online courses, automating some interactions while creating new opportunities for feedback.
Canadian perspectives emphasize caution. Kennedy (2025) calls for a uniquely Canadian path in an “AI-rich” educational world—balancing innovation with ethics, privacy, and equity. McConvey and Guha (2024) warn that algorithmic systems in public higher education can reinforce power asymmetries and treat students as data points rather than partners. Mao, Chen, and Liu (2024) discuss how generative AI complicates assessment and academic integrity, blurring the line between assistance and authorship.
Surveys of Canadian students, such as Teng et al.’s (2024) Canada-wide study of health-care trainees, show high curiosity about AI but also uncertainty about its reliability, bias, and ethical use. Studies also highlight that youth who use AI for explanations or writing support worry about dependence or accusations of cheating (Teng et al., 2024; Mao, Chen, & Liu, 2024). Taken together, the research suggests AI’s educational impact will hinge on governance, teacher training, and integration into pedagogy—not on the technology alone (McConvey & Guha, 2024; Kennedy, 2025).
Artificial Intelligence (AI) in Education
Summary
Across these studies, a nuanced picture emerges of how digital technologies—classroom tools, personal devices, social media, and AI—shape the learning and wellbeing of young people in Canada. Schools have devoted considerable energy to monitoring and restricting technology but far less to empowering students as critical digital citizens (Steeves, 2010; Dyszlewski, 2018). Access to devices alone does not close the digital divide: reliable internet, culturally relevant content, and teacher professional development are critical (Chen, 2015; O’Donnell et al., 2016). Technology’s effects on learning and engagement are not uniform; they depend on pedagogy, family support, and broader social inequalities (Rizk & Davies, 2021; Rizk & Hillier, 2021). The pandemic experience revealed both the fragility of educational systems under digital strain and the possibilities of more flexible models if equity and support structures are built in (Conrad et al., 2022; Whitley et al., 2021; Houlden & Veletsianos, 2022).
Looking ahead, the challenge for Canadian education is not whether to use digital tools but how: how to balance surveillance with trust, convenience with concentration, personalization with privacy, and innovation with equity. By shifting from reactive bans or ad hoc adoption toward coordinated, student-centered strategies—including transparent governance of AI—Canadian schools can better navigate the complex digital landscape and support both learning and wellbeing.
How to Cite this Text: Stinson, J. (2025). We Are Learning. In Digital Wellbeing Hub. Young Lives Research Lab. https://www.digitalwellbeinghub.ca/we-are-learning — Funded by the Government of Canada.
Resources
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Foresight on AI: Policy Considerations
Policy Horizons — Government of Canada (2025)
Readable foresight brief on AI impacts for society, education, and policy — useful context for learners, educators, and program leads.
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Control Your Tech Use
Centre for Humane Technology
Step-by-step tools to take back control from distracting apps and optimize your attention.
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Avoiding Fraud: Common Frauds and Scams
Canadian Securities Administrators
Learn about common frauds and scams and how to spot them.
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Youth Toolkit: How Social Media Works
Centre for Humane Technology
Understand algorithms, attention, and data — then try practical steps to make platforms work for you.
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Navigating the Digital World: Evidence-Based Digital Literacy
Buchan, Bhawra & Katapally (2024) — Smart Learning Environments
Builds a foundation for embedding digital literacy/citizenship in curricula; maps core themes and gaps (Canada-focused).
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Smartphone Policies in Schools: What Does the Evidence Say?
Digital Futures for Children (2024)
International evidence on restricting phones in secondary schools — mixed results. Includes executive summary & full report.
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State of the Nation: K-12 e-Learning in Canada (2024)
Canadian eLearning Network
Trends, governance, and innovations across online/blended learning in Canada’s K-12 systems.
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MediaSmarts: Short Educational Videos
Digital citizenship skills
Bite-size explainers to strengthen everyday digital literacy and critical thinking.
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Foundations of Humane Technology (Course)
Centre for Humane Technology
Free, self-paced course for professionals who shape tech — ethics, design, and human wellbeing.
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4Rs Youth Movement
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The 4Rs Framework
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Foundational values for youth work & education: respect, reciprocity, reconciliation, and relevance.
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Interactive human body
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Digital and Privacy Rights: Resources for Children, Youth, Educators, & Parents
Information and Privacy Commissioner of Ontario
Resources for advancing digital rights, and preparing to be safe and responsible digital citizens.
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Get Smart About Money
Ontario Securities Commission
Improve your financial knowledge with free, unbiased resources. Learn about investing, spotting AI scams, access cash flow and savings calculators, and more.
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Screen Safety Toolkit (Teachers & Parents)
Interior Health (Canada)
Practical guidance on screen safety, healthy tech habits, and wellbeing for families and schools.
Open Toolkit (PDF)
Digital Literacy/Citizenship Curriculum Supports (2024)
Grey Bruce Public Health
Curriculum-linked tasks that model effective pedagogy + tech integration for digital citizenship.
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Manipulation Nation
Digital Public Square
An educational tool that provides people with skills to identify manipulative content and tactics online.
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ICTC: Digital Literacy & Skills Roadmap
Information and Communications Technology Council
National guide to building digital literacy and skills across education, industry, and government.
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Works Cited
Blaskovits, F., Bayoumi, I., Davison, C. M., Watson, A., & Purkey, E. (2023). Impacts of the COVID-19 pandemic on life and learning experiences of indigenous and non-Indigenous university and college students in Ontario, Canada: A qualitative study. BMC Public Health, 23(1), 96.
Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242–265.
Cassidy, W., Brown, K., & Jackson, M. (2012). ‘Under the radar’: Educators and cyberbullying in schools. School Psychology International, 33(5), 520–532.
Chen, B. (2015). Exploring the digital divide: The use of digital technologies in Ontario public schools. Canadian Journal of Learning and Technology, 41(3).
Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., & Sundararajan, B. (2022). How student perceptions about online learning difficulty influenced their satisfaction during Canada's Covid‐19 response. British Journal of Educational Technology, 53(3), 534–557.
Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 2(5), 339–344.
Domitrek, J., & Raby, R. (2008). Are you listening to me? Space, context and perspective in the regulation of MP3 players and cell phones in secondary school. Canadian Journal of Educational Administration and Policy, 81, 1–33.
Dyszlewski, A. (2018). The landscape of digital citizenship education in Canada from grades K–12: Online privacy education.
Hendry, B. P., Hellsten, L. A. M., McIntyre, L. J., & Smith, B. R. (2023). Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders. Frontiers in Psychology, 14, 1067484.
Hill, G., Woodroffe, T., & Golebiowska, K. (2024). Indigenous and international student experiences of navigating higher education in post-Covid and post-AI universities. Journal of International Students, 14(4), 801–820.
Houlden, S., & Veletsianos, G. (2022). A synthesis of surveys examining the impacts of COVID-19 and emergency remote learning on students in Canada. Journal of Computing in Higher Education, 34(3), 820–843.
Kennedy, C. (2025). Looking North: A uniquely Canadian path for education in an AI-rich world. Canadian School Libraries Journal, 9(2).
Lampropoulos, G. (2025). Combining artificial intelligence with augmented reality and virtual reality in education: Current trends and future perspectives. Multimodal Technologies and Interaction, 9(2), 11.
Li, Q. (2005). Cyberbullying in schools: Nature and extent of Canadian adolescents’ experience. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, Apr 2005). https://eric.ed.gov/?id=ED490641
Li, Q. (2008). A cross-cultural comparison of adolescents’ experience related to cyberbullying. Educational Research, 50(3), 223–234.
Li, Q. (2010). Cyberbullying in high schools: A study of students’ behaviors and beliefs about this new phenomenon. Journal of Aggression, Maltreatment & Trauma, 19(4), 372–392.
Livingston, E., Houston, E., Carradine, J., Fallon, B., Akmeemana, C., Nizam, M., & McNab, A. (2023). Global student perspectives on digital inclusion in education during COVID-19. Global Studies of Childhood, 13(4), 341–357.
Mao, J., Chen, B., & Liu, J. C. (2024). Generative artificial intelligence in education and its implications for assessment. TechTrends, 68(1), 58–66.
McConvey, K., & Guha, S. (2024, May). “This is not a data problem”: Algorithms and power in public higher education in Canada. In Proceedings of the 2024 CHI Conference on Human Factors in Computing Systems (pp. 1–14).
Nandlall, N., Hawke, L. D., Hayes, E., Darnay, K., Daley, M., Relihan, J., & Henderson, J. (2022). Learning through a pandemic: Youth experiences with remote learning during the COVID-19 pandemic. Sage Open, 12(3), 21582440221124122.
O’Donnell, S., Beaton, B., McMahon, R., Hudson, H. E., Williams, D., & Whiteduck, T. (2016, June). Digital technology adoption in remote and northern Indigenous communities in Canada. In Canadian Sociological Association 2016 Annual Conference (pp. 1–44). University of Calgary.
Rizk, J., & Davies, S. (2021). Can digital technology bridge the classroom engagement gap? Findings from a qualitative study of K–8 classrooms in 10 Ontario school boards. Social Sciences, 10(1), 12.
Rizk, J., & Hillier, C. (2021). “Everything’s technology now”: The role of technology in home- and school-based summer learning activities in Canada. Journal of Children and Media, 15(2), 272–290.
Ryan, T., Kariuki, M., & Yilmaz, H. (2011). A comparative analysis of cyberbullying perceptions of preservice educators: Canada and Turkey. Turkish Online Journal of Educational Technology, 10(3), 1–12.
Sampasa-Kanyinga, H., Roumeliotis, P., & Xu, H. (2014). Associations between cyberbullying and school bullying victimization and suicidal ideation, plans and attempts among Canadian schoolchildren. PLOS ONE, 9(7), e102145.
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18(1), 54.
Smale, W. T., Hutcheson, R., & Russo, C. J. (2021). Cell phones, student rights, and school safety: Finding the right balance. Canadian Journal of Educational Administration and Policy, (195), 49–64.
Steeves, V. (2010). Online surveillance in Canadian schools. In Schools under surveillance: Cultures of control in public education (pp. 87–103).
Strange, N. (2025). From ban to balance: A new approach to cell phones in the classroom. BU Journal of Graduate Studies in Education, 17(1), 26–30.
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Unsal, F., & Ruzgar, N. S. (n.d.). Educational impact of student use of laptops and cell phones in the classroom: A survey of American and Canadian students. In Twenty First World Business Congress (pp. 309–316).
Van der Vorst, T., & Jelicic, N. (2019). Artificial intelligence in education: Can AI bring the full potential of personalized learning to education?
Veletsianos, G., VanLeeuwen, C. A., Belikov, O., & Johnson, N. (2021). An analysis of digital education in Canada in 2017–2019. International Review of Research in Open and Distributed Learning, 22(2), 102–117.
Watt, D. P., Abdulqadir, K., Siyad, F., & Hujaleh, H. (2019). Engaging difference in the digital age: Learning with/from three Somali-Canadian, Muslim, female YouTubers. In Rethinking 21st century diversity in teacher preparation, K–12 education, and school policy: Theory, research, and practice (pp. 221–239). Cham: Springer International Publishing.
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