A Smart Idea? Exploring the Future of Smartphones in Classrooms

Whether you are a parent, educator, or someone who spends even a second on social media, the influx of smartphone usage among children is glaringly evident. A recent Ofcom study found that a staggering 75% of children aged 5-7 use a smartphone or tablet, and over 30% of these children use social media. For many people the consequences of increased phone usage among young kids is concerning. Part of this concern does come from the stark contrast to the childhoods most parents remember, while others don’t understand what it is their children are doing on their phones and tablets. For some they are overwhelmed by the seemingly gibberish phrases their child repeats on end, having picked it up from the echo chamber that is the internet. The gen-alpha slang has not only found its way into homes, but into classrooms as well, prompting teachers to (ironically) post about the words they’ve had to ban from their classrooms on TikTok. I’m sure for many parents, some of these words will sound eerily familiar. 

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While the sociocultural and developmental implications of this era of smartphone usage aren’t really ours to speculate about or discuss, we are able to look at the ways in which phones are used, restricted, and in some cases, outright banned, in schools. The concern over smartphones often lies hand in hand with worries over concentration, social media usage, and child safety on the internet – all of which happen to be the drive for the UK based group Smartphone Free Childhood. The group advocates for a restriction on smartphone usage for children younger than 16, citing concerns over children’s mental health, and the growing practice of tech companies advertising to children. While it may come as a surprise, the group has had success, prompting St Albans in Hertfordshire to be the first county to try to ban smartphones for under 14s. So far, more than 30 primary schools have declared themselves smartphone free, and have encouraged parents not to buy their children smartphones to use outside of school until year 9. 

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The UK is not the only country to see some traction in the banning of smartphones. In 2023, Greystones in Ireland adopted a similar voluntary policy that limited smartphone usage for under 12s, and in April this year, Canada’s Ontario Ministry of Education formally banned smartphones on school grounds for students in grade 6 (year 7) and under, and in the classroom for older students. The ban also restricts social media access on school networks. As is the case in St Albans, the goal of these bans lies in childhood mental health in relation to social media, as well as to reduce distraction levels in class, issues of peer pressure that come with owning a smartphone, as well as internet safety risks.  

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However, as smartphone bans continue to occur in schools, it is important to remember that it is not smartphones that are the problem, it is the way they are marketed to and used by children. Smartphone Free Childhood is right to be worried about how children are advertised to when it comes to technology, and the addictive nature of “kid-friendly” versions of apps such as TikTok and Youtube Kids. The problem here is not with smartphones as a concept, but rather what they have morphed into. Taking this into consideration, when we look at the potential implications and benefits of smartphones in schools, it is important to distinguish these two elements – smartphones ≠ social media. 

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As someone who grew up in the early 2000s, I see a lot of similarities in concerns over technology, particularly in schools, between now and then. While the anxiety and mental health risks of social media were not of issue then, internet safety most certainly was. Joke websites, viruses, Omegle – I, and many other kids, were exposed to some pretty inappropriate content growing up during this period. However, a lot of this occurred because our parents didn’t understand the complexities or nuances of internet safety. Adages such as “don’t meet people on the internet!” or “don’t go to chatrooms!” were often the extent of online safety lessons, and with limited supervision, the inevitable occurred. The ‘wild west’ of the internet didn’t last forever, and as adults and administrators became aware of these problems, they were addressed. Internet access at home would be monitored and limited, sites began implementing age requirements, and the conversation surrounding internet safety evolved to better suit the new internet landscape. 

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The dynamic between the current generation of kids and smartphones in some ways mirrors this period of the early 2000s internet. Instead of a seemingly endless, almost unexplored online world, children now face the challenge of being directly marketed and advertised to. The issue of ‘big tech’ and the implications that the commodification of internet addiction has on children are, in some ways, today’s version of the unbridled internet access of the 2000s.  Bearing this in mind, the argument for smartphones in schools should focus on their potential, as well as the possible role of schools in guiding children through this process, rather than removing phones from the equation entirely. 

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As we look towards how smartphones could play a role in schools, it can be useful to reflect on the ways in which we have been apprehensive about introducing technology into classrooms in the past.  In the early 2000s, as bring your own device (BYOD) computer programmes had their first wave in schools, many educators were concerned about the practicality and usefulness of computers as adjuncts to the core curriculum. In many cases, these worries were valid. The cost of specialty educational software was extraordinarily high, as licences generally needed to be purchased for each student. Additionally, studies at the time found that due to the way in which these BYOD schemes were implemented, there was no actual improvement in student grades. When revisiting the question of BYOD programmes in the 2010s, it became clear that a core problem was using laptops as adjuncts, rather than fully integrating them into the curriculum. This was largely a problem of teachers not receiving adequate training on the potential of 1:1 device programmes, and a lack of school-wide integration. Similarly, a 2011 study found that many of the key factors of an effective BYOD involved the daily use of technology both in and out of school. When properly integrated, this same study found a marked increase in student achievement compared to traditional learning and cursory BYOD programmes. As we can see, the integration of computers into schools, first through computer labs and then BYOD programmes, was not an immediate home run. However, 1:1 device programmes are now increasingly common in schools, and, particularly after the pandemic, critical to student’s education. 

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The elephant in the room, of course, is that for most kids, phones are a distraction. The conversation about how phones could be used in the classroom cannot be had without addressing this issue. A study done in Czechia on mobile phone usage in schools found that when comparing schools that allowed vs. banned phones, those that banned them saw an increase in reading, physical activity, and peer communication during breaks. Additionally, those schools which choose to ban phones often cite the same concern: a lack of concentration that ultimately negatively impacts student performance. However, we shouldn’t pretend that children aren’t aware of this fact. In a Swedish study, when asked about whether phones should be permitted during class, many students in secondary school cited distractions as their main reason against phone usage in class. Following this, other concerns were teacher limitations in using technology, and limitations of phones themselves. 

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Beyond being a distraction, many studies also cite worries over the psychological dependence to phones many kids have developed. Known as nomophobia (literally NO MObile PHOne phoBIA), the disorder describes disproportionate anxiety, rather than an actual phobia despite its name, felt when someone is away from their phone, or without cell service. The phenomenon was first identified in a 2008 UK study, which sought to explore whether phone addiction was real, and if it fuelled anxiety disorders. More recent studies have put the percentage of teens who experience nomophobia roughly 77%. The prevalence of nomophobia is directly tied to how much time is spent on phones, with many young people spending upwards of 9 hours a day looking at their phones. Such extreme levels of cellphone usage are also linked to increases in general anxiety, lowered self-esteem, and lower grades – all because of the pressure felt to be constantly connected and “in-touch” with the virtual world. 

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It is obvious that the way we interact with phones is disordered. For children who have never not known having a mobile phone, this is even more pronounced. The question we should focus on is whether or not schools can serve to help correct this relationship, or if having them in a school environment would only amplify their effects on academic performance. 

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The study of use of mobile phones in schools has largely been theoretical, or conducted in small scale studies. That being said, this does not mean their potential benefit is non-existent. When you take away the addictive nature of social media and hyperconnectivity, phones and laptops can serve incredibly similar functions. Taking into consideration the cost of laptops, and the fact that roughly 97% of children own a mobile phone, allowing the use of mobile phones as alternatives to laptops in 1:1 device programmes is glaringly more accessible. 

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As potential alternatives to laptops, smartphones can serve classrooms in similar ways. Digital textbooks, visual content, homework aids, linking to interactive whiteboards, and of course providing access to the internet – there are very few things a laptop can do that smartphones can’t.  It is also important to note that for many kids, smartphones and tablets are the pieces of technology that they are most familiar with. While a lack of familiarity with laptops shouldn’t necessarily be encouraged, the inherent comfort most kids have with using touchscreen devices shouldn’t be ignored either. 

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Beyond their similarities with laptops, smartphones also have potential to provide unique opportunities for students in the classroom due to the greater availability and variety of apps, and novel features such as augmented reality (AR). Similarly, as they are much more portable than laptops, there is the opportunity to bring technology outside of the classroom and using smartphones to engage with the outside world, such as through plant identification, navigation tools, recording videos and taking photos, and more. 

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As exciting as these uses sound, there would not be much success without standardisation of the technology throughout schools. Similar to the early days of 1:1 laptop programmes, without widespread usage in school and active integration into the curriculum, smartphones are unlikely to see much success. While it may sound obvious to take these steps, the (valid) concerns over whether or not their usage would be a distraction in classrooms, and the tension between educators and students over smartphone usage, have marred their reputation to the point where it is unlikely for any school to take the plunge needed for success. Instead of dreaming of an integration that probably will not happen, perhaps the question should focus more on how schools can help children with their phone usage. 

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Assemblies and classroom workshops about the relationship between smartphones, social media, and mental health are common in schools, with 93% of students in the UK saying they remember having at least one lesson discussing these risks, and 76% saying it was useful in some capacity. However, simply telling children the risks is limiting. It has the same effectiveness as telling a smoker how dangerous it is to smoke. While they may understand the risks, behaviourally, there is no change. Instead, it is necessary to create an environment where kids can practise an appropriate relationship with these devices – the question is, what should this relationship look like? 

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Learning this behaviour is also why outright phone bans are potentially dangerous to remedying the problem. If we view the relationship children have with their phones as being addictive in nature, as the rates of nomophobia suggest, banning phones until a certain age doesn’t guarantee that the addiction will not happen, it will more than likely just be delayed. Think about your own phone usage. You didn’t grow up with a phone, but would you consider yourself addicted? How does your usage compare to your child’s? 

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Instead, as children reach an age where they can begin to understand the consequences of their behaviour, more comprehensive and engaging lessons about smartphone usage could be run by schools. Similar to computer classes, which have seemingly gone by the wayside, these theoretical “phone classes” could teach students how to use smartphones in a useful and educational manner, and encourage a usage beyond doomscrolling on TikTok. Outside of these lessons, social contracts in the classroom that allow a limited, non-disruptive use of smartphones (such as listening to music or searching for information), can be constructed to demonstrate appropriate use. Having these tools in place in schools also takes some of the pressure off of parents in lessening the impacts of the current tech environment on their children.   

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As it currently stands, phones don’t seem to have a place in classrooms. However, they have become intertwined into the lives of children, and if we are being honest, into our own lives as well. Even if we prevent children from using these devices until they reach an arbitrarily set age, the current risks of addiction and misuse still exist. Behaviour is learned, and it shouldn’t be surprising that as we let children use smartphones without any real guidance, they use them in a harmful way. But, that doesn't mean that they cannot be taught how to use phones in moderation. 

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This will sound unavoidably clichè, but the world is constantly evolving, and it would be foolish to assume that education would be the one area of our lives that stays frozen in time. While we can’t predict the future, it is safe to assume that smartphones aren’t going anywhere. And their impact in schools can already be felt. As we reevaluate our relationships with these devices, perhaps the opportunity to use schools as a place to teach children about the responsibility needed to use them wisely will arise.  

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References:

1. Bhattacharya, Sudip, et al. “Nomophobia: No Mobile Phone Phobia.” Journal of Family Medicine and Primary Care, U.S. National Library of Medicine, Apr. 2019, www.ncbi.nlm.nih.gov/pmc/articles/PMC6510111/#:~:text=The%20term%20NOMOPHOBIA%20or%20NO,a%20particular%2Fspecific%20things%E2%80%9D. 
2. Calderón-Garrido, Diego, et al. “The use of mobile phones in classrooms: A systematic review.” International Journal of Emerging Technologies in Learning (iJET), vol. 17, no. 06, 29 Mar. 2022, pp. 194–210, https://doi.org/10.3991/ijet.v17i06.29181.
3. Kopecký, Kamil, et al. “Behaviour of children and adolescents and the use of mobile phones in primary schools in the Czech Republic.” International Journal of Environmental Research and Public Health, vol. 18, no. 16, 6 Aug. 2021, p. 8352, https://doi.org/10.3390/ijerph18168352.
4. Norris, Cathleen, et al. “Using Smartphones as Essential Tools for Learning: A Call to Place Schools on the Right Side of the 21st Century.” Educational Technology, vol. 51, no. 3, 2011, pp. 18–25. JSTOR, http://www.jstor.org/stable/44430003. Accessed 10 June 2024.
5. Ott, Torbjörn, et al. “‘it must not disturb, it’s as simple as that’: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper Secondary School.” Education and Information Technologies, vol. 23, no. 1, 13 June 2017, pp. 517–536, https://doi.org/10.1007/s10639-017-9615-0.
6. “A Window into Young Children’s Online Worlds.” Ofcom, 24 May 2024, www.ofcom.org.uk/news-centre/2024/a-window-into-young-childrens-online-worlds. 

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