Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
Quebec’s new policy banning cellphones in classrooms has taken effect after the holiday break. The ban applies to all public elementary and secondary schools in Quebec but allows teachers to determine whether the students with whom they work may use phones for educational purposes. Enforcement of the ban falls to individual school boards. Some boards already have restrictions on cellphone use. Ontario's 2019 cellphone ban has been criticized for ineffective enforcement. Restrictions on cell phone use is consistent with what is occurring in countries like France, China, and the UK. Anecdotal evidence indicates there have been positive outcomes like reduced distractions and improved academic performance.
Debate about student cell phone use in schools
involves various claims about their impact on educational environments, student
behavior, and teaching practices. Proponents of restrictions on cell phones
argue that they are major distractions in classrooms. They argue that
restricting their use can help students concentrate better on their studies.
Limiting
phone use, proponents of restrictions say, can help reduce instances of
cyberbullying during school hours by reducing the opportunity that students
have for engaging in harmful online behaviors. Some proponents say a ban can
encourage more face-to-face interactions among students. This, they argue, will
improve social skills, and reduce dependence on digital communication.
A ban on cell phone use may reduce the risk of cheating on exams or assignments. And limiting cell phone use in schools may also contribute to healthier lifestyle habits among students.
Those
opposing restrictions say that cell phones are a crucial communication tool. A
ban might hinder students' ability to communicate with parents or guardians in
case of emergencies or changes in plans. Opponents of restrictions say that smartphones
can be effective educational tools. Eliminating them from schools removes a
resource that can enhance learning. Opponents also say that enforcing a
ban consistently across all schools in a province can be difficult and
determining and applying appropriate consequences for violations of the ban may
be almost impossible.
I asked myself what questions I would ask If I were contemplating a proposal to ban cell phone use in schools. Here are some that occur to me:
How does cell phone use or its absence affect student learning, attention in class, and overall academic performance?
What is the impact of cell phone use on student behavior, including instances of cyberbullying, social interactions, and development of social skills?
How would a ban on cell phone use affect students’ ability to communicate with family, especially in emergencies?
What does the evidence say about the effect of cell phone use on students’ mental health?
Would a ban on cell phones exacerbate or mitigate the digital divide among students?
What time is lost to instruction because of monitoring and disciplinary actions?
Would a ban on cell phone use have a material impact on students’ readiness for a technology-driven world?
Answers
to such questions would provide useful information about whether a ban on cell
phone use should be pursued.