{"id":69137,"date":"2023-07-28T00:10:25","date_gmt":"2023-07-28T04:10:25","guid":{"rendered":"https:\/\/world.edu\/?p=69137"},"modified":"2023-07-28T00:10:25","modified_gmt":"2023-07-28T04:10:25","slug":"banning-cellphones-in-classrooms-is-not-a-quick-fix-for-student-well-being","status":"publish","type":"post","link":"https:\/\/world.edu\/banning-cellphones-in-classrooms-is-not-a-quick-fix-for-student-well-being\/","title":{"rendered":"Banning cellphones in classrooms is not a quick fix for student well-being"},"content":{"rendered":"

\"\"<\/p>\n

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has released\u00a0a report<\/a>\u00a0highlighting the many challenges of the growing presence of technology in education.<\/p>\n

This report is groundbreaking in its call for corporate responsibility for education technology and in its recognition for the need for enhanced literacy curriculum.<\/p>\n

In a chapter on governance and regulation, the report notes \u201cprivacy is routinely violated for private benefit,\u201d \u201csafety risks cannot be dismissed,\u201d \u201ccyberbullying is a growing concern,\u201d \u201cphysical and mental well-being are at risk from excessive technology use\u201d and that, globally, \u201calmost one in four countries have introduced [cellphone bans in laws or policies].\u201d<\/p>\n

What \u201cban\u201d means may vary: In 2019,\u00a0Ontario introduced restrictions<\/a>\u00a0(sometimes called a \u201cban\u201d) on using cellphones or personal mobile devices during instructional time. Devices can be used in classrooms \u201cfor educational purposes only as directed by the educator in the classroom.\u201d CBC reported in June 2023\u00a0Ontario is the only province in Canada with an active ban on cellphones<\/a>\u00a0in the classroom.<\/p>\n

Despite UNESCO\u2019s many nuanced recommendations,\u00a0some media are simply reporting UNESCO is calling for a ban on smartphones in schools<\/a>. As such, there is a risk that governments will seek the simplest and least effective solution to ban cellphones in schools as a singular, one-size-fits-all approach.<\/p>\n

This would be a mistake, since it would fail to acknowledge the complexity of youth online life and ignore the report\u2019s most pressing recommendations for tech regulation and attention to equity. It would also fail to address the need for teaching that helps young people become more literate and make sense of\u00a0a complex information environment<\/a>.<\/p>\n

Looking at youth online life<\/strong><\/h3>\n

Young people gain benefits and experience challenges from their online lives. In\u00a0my research<\/a>, I have interviewed students who talk freely about the positive and negative outcomes of their social media use.<\/p>\n

The U.S. Surgeon General\u2019s\u00a0recent Advisory on Social Media and Youth Mental Health<\/em><\/a>\u00a0acknowledged many young people find communities of affinity online and forge connections to new interests that are not available to them geographically. They explore new ways of expressing themselves.<\/p>\n

The advisory also noted \u201cwhile social media may have benefits \u2026 there are ample indicators that social media can also have a profound risk of harm to the mental health and well-being of children and adolescents.\u201d Pervasive and unregulated social media use can lead\u00a0to addictions<\/a>, facilitate\u00a0exploitation and radicalization<\/a>\u00a0and entrench\u00a0mental health challenges<\/a>.<\/p>\n

Banning cellphones in schools does little as a standalone solution to such a complex relationship between youth online life and education. The solutions proposed to address such problems must not ignore how youth engage with these spaces outside the school and how pervasive online life is for youth identity formation.<\/p>\n

Downloading responsibilities to schools<\/strong><\/h3>\n

The most important finding in both the\u00a0UNESCO report<\/a>\u00a0and\u00a0U.S. Surgeon General\u2019s advisory<\/a>\u00a0on social media is that technology companies bear the weight of consumer responsibility, and governments must play a role in regulating these companies.<\/p>\n

In\u00a0today\u2019s neoliberal<\/a>\u00a0capitalist environment \u2014 where states have shifted to become promoters of markets, and where all aspects of our public and personal lives are influenced by the economy \u2014 companies are often permitted to pursue profit for shareholders while \u201cresponsible\u201d use is downloaded to individuals or local governments.<\/p>\n

If some social media companies have been permitted to\u00a0take advantage of the youth market<\/a>\u00a0for profit, then framing schools as ultimately responsible for technology use simply obscures the heart of the issue.<\/p>\n

As the UNESCO report authors note, \u201cThe commercial sphere and the commons pull in different directions. The growing influence of the education technology industry on education policy at the national and international levels is a cause for concern.\u201d<\/p>\n

Our societies must advocate for governments to act in regulating technology companies. This includes enacting and enforcing age limits for social media apps, curtailing access to children\u2019s data and curbing technology companies\u2019 presence as the education technology industry in schools.<\/p>\n

Implications for teaching and learning<\/strong><\/h3>\n

The most relevant takeaway for public education in the\u00a0UNESCO report<\/a>\u00a0is not that cellphones should be banned in schools. Instead, I highlight three messages as particularly useful and urgent:<\/p>\n

1. Online learning cannot replicate or replace the merits of being together in classrooms in person.<\/strong><\/p>\n

The report acknowledges particular circumstances when technology can be connective or inclusive. But it also notes that the push to individualize learning through digital technologies and online learning environments \u201cmay be missing what education is all about.\u201d That is,\u00a0education is largely a social and relational practice<\/a>\u00a0that requires us being together in space and time.<\/p>\n

2. Educational technology in schools is a business with a profit agenda.<\/strong><\/p>\n

The authors find that to \u201cunderstand the discourse around education technology, it is necessary to look behind the language being used to promote it, and the interests it serves,\u201d and that most of the evidence of the value of ed-tech in schools is produced by the companies selling it.<\/p>\n

Educational institutions need to know that investing\u00a0in ed-tech alone won\u2019t solve long-standing inequities or challenges in education<\/a>. Neither should educational technology be employed as a means\u00a0for cutting in-person learning education budgets<\/a>.<\/p>\n

3. \u201cEducation systems need to be\u00a0better prepared to teach about and through digital technology<\/a>.\u201d<\/strong><\/p>\n

The report\u2019s calls for more responsive curriculum, teacher training and engagement with youth online life echoes recommendations offered by a range of scholars in my edited collection,\u00a0Education in the Age of Misinformation<\/em><\/a>.<\/p>\n

Young people are grappling with information abundance, hidden technological manipulation and an onslaught of mis- and disinformation. Banning cellphones in schools won\u2019t address this complexity. Neither are outdated media literacy or narrow\u00a0digital literacy<\/a>\u00a0curricula.<\/p>\n

Rather, to complement the urgent call for government regulation of tech companies described above, we need comprehensive\u00a0new literacy teaching<\/a>\u00a0that will make space for how students experience the emotional, psychological, cognitive and ethical demands of online and in-person life.<\/p>\n

Despite the appeal of simplistic solutions, the way forward requires comprehensive government interventions. These would regulate technology companies, invest in the common good of in-person public education and develop whole-child curriculum that avoids moral panic and instead fosters critical literacy and social responsibility.<\/p>\n

Author Bio: <\/strong>Lana Parker is aAssociate Professor, Faculty of Education at the University of Windsor<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has released\u00a0a report\u00a0highlighting the many challenges of the growing presence of technology in education. This report is groundbreaking in its call for corporate responsibility for education technology and in its recognition for the need for enhanced literacy curriculum. In a chapter on governance and regulation, the […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[9582],"coauthors":[11733],"class_list":["post-69137","post","type-post","status-publish","format-standard","hentry","category-education","tag-technology-in-education"],"acf":[],"yoast_head":"\nBanning cellphones in classrooms is not a quick fix for student well-being - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/banning-cellphones-in-classrooms-is-not-a-quick-fix-for-student-well-being\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Banning cellphones in classrooms is not a quick fix for student well-being - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"The United Nations Educational, Scientific and Cultural Organization (UNESCO) has released\u00a0a report\u00a0highlighting the many challenges of the growing presence of technology in education. 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