Screen Time or Story Time? The Impact of Technology on Kids' Imagination

Across Nigeria, the sound of children chanting multiplication tables is slowly being joined by the click of keyboards and the hum of tablets. In both primary and secondary schools, technology is becoming an everyday part of learning. From YouTube videos explaining fractions to e-textbooks that replace paper, the digital age has arrived in classrooms. Yet, as exciting as this shift is, it raises a pressing question: is technology enriching children’s imagination, or is it quietly reducing their ability to think creatively?

For many teachers, this dilemma is felt daily. At *Bright Future Primary School in Abuja*, for instance, story time remains a classroom favourite. When teachers read traditional folktales such as “Why the Tortoise Has a Cracked Shell,” pupils eagerly create their own endings or draw colourful pictures of the characters. But when those same children spend an hour with animated cartoons or pre-packaged stories on tablets, they are less likely to come up with their own ideas. “The technology is helpful,” explained one teacher, “but it already does the imagining for them. With stories, the children supply the pictures themselves.”

Secondary schools present another layer of the challenge. At *Unity Secondary School in Enugu*, teachers report that students often rely too heavily on Google. Assignments come back full of copy-and-paste paragraphs, showing little original thought. “They can find answers quickly,” said an English teacher, “but when you ask them to write their own opinion, many are lost.” This reliance on digital shortcuts raises concerns about critical thinking and problem-solving — skills that are essential in real life.

Yet, technology is not without its strengths. Properly used, it can expand creativity instead of limiting it. Students can record podcasts, design presentations, or use apps to create digital artwork. In some schools, pupils are even learning basic coding, allowing them to build simple apps or games. These activities show that screens do not have to compete with imagination; they can actually become a canvas for it.

Teachers play a central role in striking this balance. Many are learning that technology works best when it complements traditional methods. For example, a history lesson may begin with a documentary clip but end with students acting out the scenes or writing alternative endings. A science topic might start with an interactive app but conclude with students building a physical model. When teachers deliberately connect screens to creative activities, pupils gain the best of both worlds.

Students themselves must also learn discipline in how they use technology. While it may be tempting to scroll endlessly through TikTok or copy homework answers from online sources, they must be guided to see that creativity brings more lasting benefits. A child who reads a storybook will imagine faces, voices, and places, while a child who listens passively to a cartoon may only remember the images already given. When young people are encouraged to balance screen use with reading, drawing, and storytelling, they learn to become creators, not just consumers.

Schools as institutions cannot ignore their responsibility either. Too often, devices are introduced without clear rules. In some classrooms, screens dominate everything; in others, they are banned altogether. What is needed is a balanced policy. Every school should set guidelines on how much screen time is appropriate during the school day and ensure that libraries and storytelling corners remain vibrant spaces for imagination. A school that invests in both digital resources and traditional books will nurture children who are not only tech-savvy but also imaginative.

At the national level, the Ministry of Education holds the greatest responsibility. Nigeria’s ambition to modernise education is commendable, but it cannot be at the expense of imagination. Clear policies should guide schools on integrating technology without overreliance. Teacher training programmes must emphasize creative teaching methods, ensuring that digital tools are used for active learning rather than passive consumption. Importantly, the ministry should also protect and promote Nigeria’s rich storytelling heritage. Folktales, drama, and oral traditions must remain part of the curriculum, teaching children not only their history but also the power of imagination.

The debate over screen time and story time is not about choosing one over the other. It is about balance. Storytelling develops curiosity, empathy, and creativity; technology provides access to knowledge and modern skills. When used together, they can prepare Nigerian children for the future — children who can dream boldly and also navigate the digital world with confidence.

As classrooms across Nigeria continue to evolve, one lesson stands out: the future of education lies not just in what children can see on a screen, but in what they can imagine beyond it.

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