Are smartphones at schools a modern-day Pandora's box?

https://doi.org/10.63189/FQSX5161

Smartphones have become a cornerstone of modern life over the past two decades, replacing traditional landlines and older mobile devices with multifunctional capabilities that reach far beyond simple calls.

The functionality of landlines was constrained by their physical location; they could only be used in a specific area. In contrast, smartphones facilitate communication in any location and at any time. It is important to note, however, that the use of traditional voice calls represents only a small proportion of the activities undertaken by smartphone users. Today, smartphones are primarily internet-driven devices that support social media, online shopping, financial management, and even the control of household electronics. In a study by Nielsen, which surveyed over 4,000 children aged 6-12, texting (81%) was the most common activity on smartphones, followed by downloading apps (59%), gaming and internet browsing (53%), and video calling (46%)^[1].

So, smartphones have become a device that can accompany a person around the clock. But should it? This leads to the question of how smartphones should be used in an educational setting. The issue does not pertain to the establishment of contact between parents and children, which can be readily facilitated by school personnel bearing responsibility for the pupils within their supervision.

The inclusion of smartphones into daily life has profoundly impacted communication and access to information. Nevertheless, the issue of whether to allow smartphones in schools remains a topic of contention. Although smartphones offer a contemporary mode of communication and avenues for information retrieval, they are also perceived as potential sources of distraction, with the potential to negatively impact pupils' social interactions. This raises a critical question in education today: Should schools ban smartphones altogether, or is there a way to integrate and regulate their use to enhance the learning experience?

Empirical evidence indicates that the use of smartphones has a detrimental impact on pupils' ability to concentrate. Schools that have implemented mobile phone bans have seen significant improvements in learning, particularly for pupils with lower initial attainment^[2]. This finding suggests that removing distractions from the classroom can improve concentration.

The misuse of technology is a further issue. While smartphones have the potential to be used as learning tools, they are often employed for non-educational activities, such as browsing social media or gaming. This distracts pupils from schoolwork and makes it harder to keep them in class.

Social media use, accessible via smartphones, is linked to increased stress, anxiety, and mental health issues among young people. Pressures from social media and cyberbullying contribute significantly to pupils' distress, affecting their overall well-being. Restricting smartphone access during school hours could help alleviate these pressures, providing a reprieve from social media demands and potentially supporting children’s mental health^[3].

Additionally, smartphones may hinder children’s ability to form meaningful interpersonal relationships, essential for social development. Removing smartphones from the classroom may foster better communication skills and stronger peer connections, thus supporting both social and emotional growth.

When used appropriately, smartphones can support learning by providing quick access to educational apps and engaging activities. As technology becomes integral to modern education, smartphones offer a versatile toolset for learning skills like coding, time management, and teamwork.

Immediate access to information is a valuable asset in today’s digital world, where staying informed and demonstrating digital literacy are essential. Smartphones enable schoolchildren to search for information rapidly, making the learning process more dynamic and relevant to current events.

Smartphones in education also present an opportunity to teach pupils responsible technology use. In a tech-driven job market, digital proficiency is essential for career success. Children who learn to use digital devices responsibly in school will be better prepared for future workplace demands. Rather than banning smartphones, it may be more beneficial to teach how to use them wisely^[4].

Some educators are reluctant to embrace smartphone use in the classroom, partly due to concerns over their own technological proficiency and a perception that students are more adept in this area. This hesitancy may also stem from a desire to maintain classroom control. Additionally, smartphones raise concerns regarding the privacy of young users. While the General Data Protection Regulation (GDPR) addresses data protection broadly, it lacks specific provisions for children’s data, highlighting the need for a tailored legal framework.

Smartphones may not be essential for classroom learning, especially as many Polish schools are equipped with computer labs. Smartphones might serve a purpose outside of school as portable cameras or voice recorders, but their in-class use can often lead to distractions and temptations to access non-educational sites.

In accordance with the current legislation, Article 99(4) of the Education Act empowers each school to establish its own regulations concerning the use of mobile phones and other electronic devices. It is at the discretion of the relevant authorities and the school community to determine the extent to which smartphones use may be restricted. Nevertheless, commentators have highlighted that the wording of the aforementioned provision does not permit the imposition of an absolute prohibition on the possession of electronic devices on school area^[5].

Internationally, nearly one in four countries has introduced complete bans on smartphones in schools. In particular, 13% of countries have laws and 14% have policies that ban mobile phones^[6].

Nevertheless, the introduction of a complete ban on the use of smartphones at school does not preclude the continued interest in this issue among adults, including parents and teachers, who bear responsibility for the upbringing of children. Given the ubiquitous nature of the smartphone, it is needed that children be instructed in the responsible use of this technology. This is further compounded by the fact that adults are not themselves part of the digital generation. Nevertheless, this does not imply that a considerable proportion of adults have not developed an addiction to smartphones. It is important to note that the primary role models for children are their immediate family members, with whom they interact on a daily basis. In the relatively short period of time that has elapsed since the advent of the mobile phone, the accepted norms of telephone usage have been eroded. For instance, it is no longer considered inappropriate to make unscheduled calls in the evening or on days off. Norms around phone use have shifted rapidly, often eroding previous social boundaries.

A complete ban on smartphones in school could serve as a reminder that these devices aren’t suitable for all situations, potentially instilling a sense of moderation in pupils. Rather than demonizing smartphones, it’s essential to teach digital hygiene - responsible and balanced use of technology. When used thoughtfully, smartphones can support the acquisition of knowledge and skills. Teaching children digital responsibility is both a challenge and a shared responsibility for parents and the education system, ensuring that technology serves as a constructive tool rather than a source of distraction.

^[1] Mobile Kids: The Parent, the Child and the Smartphone, February 2017. Available at: https://www.nielsen.com/insights/2017/mobile-kids-the-parent-the-child-and-the-smartphone/ (Accessed: 10 October 2024).

^[2] Beland, L.-P., Murphy, R. ‘Ill Communication: Technology, distraction and student’, Labour Economics, Volume 41, August 2016, pp. 61-76; https://doi.org/10.1016/j.labeco.2016.04.004.

^[3] Bajc, A. et. al., ‘The impact of social media on the children mental health’ in Petelin, A. et al. (eds.) Health of children and adolescents. Proceedings, Primorska: University Press, 2019 pp. 9-17; Doi: 10.26493/978-961-7055-71-9.

^[4] Facer, K., Selwyn, N. (2021) Digital technology and the futures of education – towards ‘non-stupid’ optimism. Paper commissioned for the UNESCO Futures of Education report, pp. 1-19, [Online]. Available at: https://unesdoc.unesco.org/ark:/48223/pf0000377071.locale=en (Accessed: 10 October 2024).

^[5] Pilich, M. (2022) ‘Komentarz do art. 99’ in Olszewski, A., Pilich M. Prawo oświatowe. Komentarz, 3rd ed., Warszawa: Wolters Kluwer Polska, p. 650.

^[6] UNESCO (2023) Global Education Monitoring Report 2023: Technology in education – A tool on whose terms? Paris: UNESCO, p. 158.