Talking about discipline in the classroom still opens a debate charged with emotions and often opposing perspectives. Just ask Mar Hurtado, president of the Rosa Sensat Teachers Association, after her remarks against discipline on the program. The Jungle on Catalan public television. Some associate it with memories of rigid authority, imposed silences, and severe punishments, while others claim it as an essential condition for learning. The truth is that, throughout the 20th and early 21st centuries, the concept of discipline in school has evolved as clearly as modern societies have.

The history of the omnipresence of screens in the classroom has a more or less direct origin in the Council of Europe recommendation number 1836 made public in 2008. According to the authors of the document, although the tools ofe-learning (the expression has already been passed down) had had a considerable impact on education and training, their potential in Europe had not yet been fully exploited.e-learning encompassed electronic media for teaching and learning, both in person and remotelyIt placed new demands on educational institutions, teachers, and students. Institutions needed technical infrastructure and software. Teachers had to receive specific mandatory training, while students had to have access to devices and materials and be trained in their use from a young age. It was believed at the time that educational resources accessible to everyone would be generated, thus combating social division. Parliaments were called upon to support the "open source" movement and to combat the supposed digital divide. In short, Member States were invited to improve technologies that could be applied to education through major investments. One of the first countries to enthusiastically embrace the recommendation was Sweden. However, it was also the first to abandon it in 2023 after observing its worrying (and verifiable) results. The Swedish government, and more specifically Minister Lotta Edholm, halted all this after learning of multiple reports comparing groups that worked with screens and others that worked with books. Academic performance was significantly lower in the case of the former, especially in memory capacity, concentration, attention, and reading comprehension.