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And, what have learned?  At just a couple of weeks into the 2024-25 school year (depending on where you live), there seems to be positive feedback to newly introduced cell phone bans in Canadian schools. But, are such blanket bans the solution students, parents, teachers, and administrators have been looking for? Since late in the 2023-24 school year a number of Canadian provinces have introduced sweeping new cell phone policies, including Nova Scotia (Government of Nova Scotia, 2024; Lau & Bryden-Blom, 2024), Ontario (King's Printer for Ontario, 2024; Rutherford, 2024), and Newfoundland and Labrador (Government of Newfoundland and Labrador, 2024; Head, 2024). These new policies tend to take a tiered approach from blanket bans in lower grades, to permitting personal use during recess and lunch breaks for high school students. Most also include statements similar to that by the Government of Nova Scotia (2024) that there will be "[l]imited exceptions, like junior high and high school teachers allowing cell phone use in class for instructional purposes." So far, so good? The new policies take an incremental approach to allowing older students greater flexibility to access mobile technologies. The policies also include language that recognizes potential pedagogical affordances and legitimate instructional uses of technology. There is also language around the need to teach children to use technology responsibly. And, so far, anecdotal feedback from both teachers and parents has been positive. Children seem less distracted in the classroom. And more young children are engaging in positive social activity during break times, rather than staring at screens. So, what's the problem? Don't get me wrong. I'm not going to advocate for abolishing these "bans" and returning to a cell phone "free for all" in schools. But, for some time I have been a critic of implementing outright bans as knee-jerk responses. In the past, I have written about emerging calls to ban cell phones in order to increase student engagement and improve academic achievement (Power, 2016, 2018). I'll return to a statement that I made in one of those posts: "What IS troubling with this story (and research) are the questions that were NOT asked" (Power, 2018). At that time, I raised concern that emerging policies were reactionary, and did not examine questions about how mobile technologies were actually being used in schools (including whether any of the schools had integrated targeted pedagogical plans for the use of technology). While there is still a need to ask those questions, this year's round of cell phone bans seems to be a response to a number of issues that go far beyond just time-on-task and test scores. For instance, there is significant and legitimate concern about the potential harms of technology overuse, misuse, and exposure to social media amongst students (Abi-Jaoude et al., 2020; Mayo Clinic, 2024). Fair enough. And, as I've noted, there is some language in the new policies that acknowledges the need to teach digital literacy and digital citizenship skills. But is that actually happening? And how did we get to a point where such sweeping bans are perceived as necessary? 17 Years in the Making  The introduction of the iPhone in 2007 was a technological and social game-changer (Apple, 2007). As I have noted in the past, smartphone technologies allow us to implement virtually any pedagogical approach that we as educators can dream up (Power, 2015). But, eight years after the launch of the iPhone, I noted in my doctoral dissertation that: Ally (2014) noted that teacher training continues to be based on an outdated education system model that does not adequately prepare teachers to integrate mobile technologies into teaching practice. Lack of training in the pedagogical considerations for the integration of a specific type of technology can have a negative impact upon teachers’ perceptions of self-efficacy (Kenny et al, 2010). While there are now many more graduate-level programs that focus on digital pedagogies, teachers still feel overwhelmed by technology (Government Technology, 2023; ISTE, 2023). Lack of time, resources, and support also remain an issue. So, we've had 17 years since the advent of the modern smartphone, and we still haven't prepared teachers or schools for their ubiquity. For over two decades, we've also had well-researched and robust guidelines and resources regarding the critical digital literacies and competencies needed by teachers and students. Examples include the 4Cs developed by the P21 Project (Partnership for 21st Century Learning, 2007), the 7Cs of 21st Century Skills proposed by Trilling and Fadel (2009), and the ISTE Competencies for Educators (2024a) and Students (2024b). Yet, discussing her recent US-based research (Prothero, 2023), Allison Starks described mixed findings about the consistency of teaching key digital literacy skills, especially those related to newer technologies and technology-use issues. So, the technology has been creeping into schools for over a decade-and-a-half, but teachers still don't feel confident or supported and students are not being adequately trained on key competencies including responsible and ethical use of technology. Acceptable versus Responsible Use  That brings us to another problem that hasn't been resolved in the years since the birth of the smartphone -- the dichotomy between Acceptable Use versus Responsible Use policies. Acceptable Use policies focus on how technology cannot be used. They also tend to take a crime-and-punishment approach. On the other hand, Responsible Use policies focus on how technology should be used. They tend to take a collaborative approach with an emphasis on the development of critical competencies. Despite research and advocacy on the benefits of shifting to Responsible Use policies (Countryman et al., 2016; Murray, 2024; Randles, 2023), most school districts continue to publish and enforce Acceptable Use policies. Newly implemented Canadian school cell phone use policies fall into that category. So, in addition to failing to prepare ourselves to use technologies that surround us in everyday life, we have also reverted to policy approaches that contradict the research on how policy can support the development of key competencies. Long story short -- blanket school cell phone bans put us at risk of burying our heads in the sand to the detriment of preparing students to thrive in broader society. Unintended Consequences The aim of the latest Canadian school cell phone policies seems to be to curb the negative impacts of technology addiction and social media, and to increase classroom engagement and student achievement. But, their implementation may have some nasty unintended -- but foreseeable -- consequences. In a general sense, such bans may stifle the freedom of students and teachers to leverage digital tools effectively. Yes, the new policies state that there will be "[l]imited exceptions, like junior high and high school teachers allowing cell phone use in class for instructional purposes" (Government of Nova Scotia, 2024). The key words here are "limited" and "exceptions." Both of these words create barriers for teachers and students, who must justify their use of tools such as cell phones before getting permission to do so. This is antithetical to Soloway and Norris' (Power, 2013) description of technology for mobile learning as tools that are "ready at hand, at the moment you need them." For many teachers, the impact may be that it won't be worth their time to pursue permission to engage in rich learning opportunities, despite the explicit recognition by new policies that legitimate pedagogical uses may be permitted. The unintended consequences for many students may be far more dire. I'm thinking of students who use technology -- including cell phones -- to increase accessibility in their daily school experiences. While I could (and have!) put together entire books about this (Power, 2024a), I'll provide just a couple of examples here.  Apple (Cerullo, 2024) has just introduced its latest AirPods model, which can function as a hearing aid. Cerullo (2024) describes this as a "game-changer," because it will allow many people (including students) with hearing issues to access hearing aids without prescriptions, and at a fraction of the cost. Yet, most new Canadian policies explicitly prohibit the use of ear buds during class time. Yes, students with genuine need can have it noted in their IEP (Individual Education Plan) that they require these supports -- thus granting them permission to be an exception to the rule. But this creates three problems. First, the student must be diagnosed (an issue given the current wait times for testing and support within the Canadian healthcare system). Second, the burden is now on the student to potentially repeatedly justify their use of such tools (especially if they frequently change classrooms and teachers). This burden of proof to access readily available supports, unreasonably thrust upon an already disadvantaged segment of the population, is something that Navi Dhanota spent a significant amount of time challenging -- successfully -- in an Ontario Human Rights Commission case against York University (Excalibur Publications, 2016; Ontario Human Rights Commission, 2016; Power, 2023c). Third, the student may be reluctant to use such beneficial tools, even after obtaining permission. I know from personal experience that some students do not want to be singled out as the only ones in their class using a certain tool. Examples of this could range from using ear buds to better hear in the classroom, to using a cell phone as an aid when reading and writing. For even more examples, refer to my chapter "An Overview of Selected Tools to Support Accessibility" (Power, 2024b). Outside of regular classroom activities, three of the aims of prohibiting primary, elementary, and middle school children from using their cell phones during break times are to encourage decreased exposure to social media, to increase "healthy" social interaction, and to decrease incidents of cyberbullying. I have heard of recent social media comments to the effect that "no child that age should bury their faces in a screen for recess and lunch." In reference to a child with a severe anxiety disorder resulting from chemical-neurological issues, who also has significant mobility issues caused by a degenerative neuromuscular disorder, another social media comment implied that "it wouldn't hurt him to try to socialize more." Without getting into medical specifics, the ability to use their cell phone for personal use at recess and lunch has been a critical lifeline for this specific student, whose anxiety disorder and mobility issues all but preclude "normal, healthy social interaction" on the school playground. Comments such as those noted above are ableist and imply that the student simply needs to try harder to make their disabilities disappear. Again, were this student still in middle school they may well be able to get an exception to the rule allowing them to use their phone at recess and lunch. But, they would still be faced with the unreasonable burden of constant justification (an impossibility due to the severe selective mutism accompanying their anxiety disorder). And they would still be faced with the unreasonable burden of being singled out as different from their peers. The question is, why should they have to face this? Future Technology Issues 17 years after the introduction of the first smartphones, we find ourselves in a position where we have not heeded the warning signs of significant issues until they came to a head. We have not adequately adapted teacher preparation to a point where teachers feel comfortable with this technology. It appears that we have not done enough to prepare our students to responsibly and ethically use this technology, and to recognize the interactions between technology and the world-at-large. And, we continue to implement policies in counterintuitive formats. Today, we are faced with a new technological emergence in the form of Artificial Intelligence applications. Their use in schools and in society is growing at unprecedented rates (DeLaire, 2023; OpenAI, n.d.; Power, 2024d; Shankland, 2024). The slow pace of adapting -- or rather reacting -- to change we've seen since the launch of the iPhone simply won't cut it this time. We need to be proactive about preparing teachers, developing Responsible Use policies, and imparting the digital literacy and citizenship skills needed by our students in the age of AI. We also need to do better when it comes to inadvertently erecting new barriers for some of our most vulnerable students. Questions Not Asked The latest round of Canadian school cell phone policy updates appears to be well-intentioned. Parents, teachers, administrators, and policy-makers are reacting to a clear need to do something to increase classroom engagement and to protect the mental health of students. But, returning to my original lamentation drawn from my 2018 blog post (Power, 2018): "What IS troubling with this story (and research) are the questions that were NOT asked." These are questions that we need to consider, such as:
TL:DR
ReferencesAbi-Jaoude, E., Treurnicht Nayor, K., & Pignatiello, A. (2020). Smartphones, social media use and youth mental health. Canadian Medical Association Journal, 192(6), E136-E141. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7012622/
Apple (2007, January 30). Apple Reinvents the Phone with the iPhone. https://www.apple.com/ca/newsroom/2007/01/09Apple-Reinvents-the-Phone-with-iPhone/ Cerullo, M. (2024, September 10). Apple's new AirPods Pro dpouble as a hearing aid. Experts call it a game changer. CBC News. https://www.cbsnews.com/news/apples-new-airpods-pro-double-hearing-aid/ Countryman, J., Vardakas, M., & Taffe, M. (2016). Acceptable use policies. http://educ5101jmm.pbworks.com/w/page/104432989/PBL%201%20-%20Group%204%20-%20Acceptable%20Use%20Policies DeLaire, M. (2023, August 31). More than half of Canadian students over 18 use AI tools: survey. CTV News. https://www.ctvnews.ca/sci-tech/more-than-half-of-canadian-students-over-18-use-ai-tools-survey-1.6543380 Excalibur Publications (2016, January 21). New Academic Accommodations Adopted by York’s CDS (Full interview with Navi Dhanota). [Video]. https://youtu.be/pBHp5NBSaH0 Ferguson, E. (2024, May 2). Alberta Education asks parents about cellphone use in schools. Calgary Herald. https://calgaryherald.com/news/politics/alberta-education-ontario-cellphone-ban-schools-parents-opinion Flanagan, R. (2018, May 30). PC platform includes ban on cellphones in schools. CTV News Kitchener. https://kitchener.ctvnews.ca/pc-platform-includes-ban-on-cellphones-in-classrooms-1.3952316#_gus&_gucid=&_gup=twitter&_gsc=Qi5DSUU Government of Newfoundland and Labrador (2024, August 20). Provincial Government Reminding Families About Use of Personal Electronic Devices in Schools. https://www.gov.nl.ca/releases/2024/education/0820n02/#:~:text=Families%20in%20K%2D6%20schools,Acceptable%20Use%20of%20Technology%20Policy. Government of Nova Scotia (2024, June 6). New Cell Phone Directive for Nova Scotia Schools. https://news.novascotia.ca/en/2024/06/06/new-cell-phone-directive-nova-scotia-schools Government Technology (2023, September 25). ISTE: Most New K-12 Teachers Not Confident About Technology. https://www.govtech.com/education/k-12/iste-most-new-k-12-teachers-not-confident-about-technology Head, J. (2024, August 29). N.L. government mulling cellphone ban in middle school, high school classrooms. CBC News. https://www.cbc.ca/news/canada/newfoundland-labrador/cell-phone-regulations-1.7307372 International Society for Technology in Education (ISTE) (2023). Transforming Teacher Education. [Report]. https://info.iste.org/epp-white-paper International Society for Technology in Education (ISTE) (2024a). ISTE Standards: For Educators. https://iste.org/standards/educators International Society for Technology in Education (ISTE) (2024b). ISTE Standards: For Students. https://iste.org/standards/students Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., & Burton, P.A. (2010). Mobile self-efficacy in Canadian nursing education programs. In M. Montebello, V. Camilleri and A. Dingli (Eds.), Proceedings of mLearn 2010, the 9th World Conference on Mobile Learning, Valletta, Malta. King's Printer for Ontario (2024, August 28). Ontario Cracking Down on Cellphone Use and Banning Vaping in Schools. https://news.ontario.ca/en/release/1004501/ontario-cracking-down-on-cellphone-use-and-banning-vaping-in-schools Lau, R. & Bryden-Blom, S. (2024, August 31). Back to school: Optimism abounds as new cellphone rules set to begin in N.S. classrooms. Global News. https://globalnews.ca/news/10726794/nova-scotia-school-cellphone-policies/ Maharaj, S. (September 9, 2024). For successful school phone bans, administrators and parents need to support teachers. The Conversation. https://theconversation.com/for-successful-school-phone-bans-school-administrators-and-parents-need-to-support-teachers-238142 Mayo Clinic (2024, January 18). Teens and social media use: What's the impact? https://www.mayoclinic.org/healthy-lifestyle/tween-and-teen-health/in-depth/teens-and-social-media-use/art-20474437 Murray, T. (2024, June 1). Acceptable or Responsible? What's Your Use Policy? [Web log post]. Thomas C. Murray. https://www.thomascmurray.com/blog/usepolicy Ontario Human Rights Commission (2016, January 6). New documentation guidelines for accommodating students with mental health disabilities. [Web page]. https://www.ohrc.on.ca/en/news_centre/new-documentation-guidelines-accommodating-students-mental-health-disabilities OpenAI (n.d.). ChatGPT [Software application]. https://chat.openai.com Partnership for 21st Century Learning (2007). Framework for 21st Century Learning. [PDF file]. https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_framework_0816_2pgs.pdf Power, R. (2013, November 7). Soloway and Norris Mobile Litmus Test. [Video]. https://youtu.be/FPP2VKIP5xI Power, R. (2015). A framework for promoting teacher self-efficacy with mobile reusable learning objects (Doctoral dissertation, Athabasca University). http://hdl.handle.net/10791/63 Power, R. (2016, March 2). Ban First, Ask Questions Later… The Problem with Calls to Ban Mobile Devices. [Web log post]. xPat_Letters. https://robpower74.blogspot.com/2016/03/ban-first-ask-questions-later-problem.html Power, R. (2018, June 11). Still Banning First, Asking Questions Later... [Web log post]. Power Learning Solutions. https://www.powerlearningsolutions.com/blog/still-banning-first-asking-questions-later Power, R. (2024a). The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/ Power, R. (2024b). An Overview of Selected Tools to Support Accessibility. The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/an-overview-of-selected-tools-to-support-accessibility/ Power, R. (2024c). Barriers to Accessibility. The ALT Text: Accessible Learning with Technology. Power Learning Solutions. https://pressbooks.pub/thealttext/chapter/barriers-to-accessibility/ Power, R. (2024d). Evaluating Graduate Education Students’ Self-Efficacy with the Use of Artificial Intelligence Agents. Journal of Educational Informatics, 5(1), 3-19. https://journalofeducationalinformatics.ca/index.php/JEI/article/view/269 Randles, J. (2023, January 4). 5 Tips for Creating a District Responsible Use Policy. [Web log post]. International Society for Technology in Education (ISTE). https://iste.org/blog/5-tips-for-creating-a-district-responsible-use-policy Rutherford, K. (2024, July 9). Ontario's policy on student cellphone use starts this fall. Should this northern board dial restrictions up? CBC News. https://www.cbc.ca/news/canada/sudbury/cellphones-classroom-student-restrictions-social-1.7257561 Shankland, S. (2024, January 10). OpenAI's GPT Store Now Offers a Selection of 3 Million Custom AI Bots. CNET. https://www.cnet.com/tech/computing/openais-gpt-store-now-offers-a-selection-of-3-million-custom-ai-bots/ Trilling, B., & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. John Wiley & Sons.
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AuthorRob Power, EdD, is an Assistant Professor of Education, an instructional developer, and educational technology, mLearning, and open, blended, and distributed learning specialist. Recent PostsCategories
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