The debate over whether to allow smartphones in schools has intensified following a new report from UNESCO, which raises concerns about the devices’ disruptive nature and links them to cyberbullying. With some countries already enacting full bans, school leaders are grappling with the issue, weighing potential learning benefits against academic drawbacks and social challenges. In this complex discussion, four scholars offer their expert opinions, highlighting the tension between leveraging technology for education and protecting the classroom from its most harmful effects.
Daniel G. Krutka: A Call for ‘Technoskepticism’
Daniel G. Krutka argues against a total ban, believing it misses a crucial opportunity to educate students. He suggests that instead of simply putting phones out of reach, educators should use them to foster “technoskepticism”—the ability to critically question our relationship with technology. For example, students could use their phones to critique social media algorithms or take part in a “techno-fast” to reflect on their habits. He proposes that making phones an object of inquiry is more beneficial than making them an object of prohibition.
Sarah Rose: Empowering Students and Parents
Sarah Rose emphasizes that effective policy must include the people most impacted: students, parents, and teachers. She believes that top-down bans may not be followed or enforced effectively. Her research shows that when stakeholders are involved, they can create innovative solutions, such as a student-led “telephone monitor” system that would balance a phone ban with the need for communication during the school day. This collaborative approach not only addresses safety concerns but also teaches children responsible device use, making it more likely that policies will be followed.
Arnold L. Glass: The Hidden Academic Cost
Arnold L. Glass, a professor of psychology, focuses on the negative academic impact of smartphones in college lectures. He explains that when students divide their attention between a lecture and their devices, their long-term retention of information is significantly reduced, which hurts their performance on exams. He points out that this is not immediately obvious to students. Furthermore, he highlights that a single student’s device use can negatively affect the learning and exam performance of the students sitting around them, showing that the distraction is a shared problem.
Louis-Philippe Beland: The Data-Driven Case for Bans
Louis-Philippe Beland provides compelling data to support the benefits of banning smartphones. He and his colleagues found that mobile phone bans significantly increased test scores for 16-year-old students in England, with a particularly strong positive effect on low-achieving students. Similar studies in Spain and Norway showed that bans improved grades, raised GPAs, and reduced bullying incidents. He concludes that while technology can be a valuable educational tool, the evidence from various countries strongly suggests that banning phones can improve academic performance and help narrow the achievement gap.
