Right: Opponents of students using mobile telephones in schools point to recent cases of serious harassment, sometimes leading to youth suicide, using the ubiquitous cellphone.
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Arguments against mobile phones being banned from schools
1. Mobile phones are an important means of communication
Supporters of student access to mobile phones at school claim they are an important communication device enabling students to contact other students and adults, especially their parents.
Some researchers claim that mobile phones have now reached such a widespread level of use and acceptance that they have become an inevitable part of modern communication. In January, 2017, Carol Cooper of Rochester College had published a paper titled 'The Influence of the Mobile Phone on Young Adult Communication'. Cooper states, 'Consider some of the communication possibilities the mobile phone affords. First, the portability of the mobile phone makes communication possible anywhere at any time. Second, the ubiquitous use of the mobile phone...is a vehicle for self-expression and collective identity, often through the use of text messaging and social media. Third, [users] are now so used to multi-tasking, the co-presence of synchronous and asynchronous communication while simultaneously performing other activities has become routine.'
Regarding the communication value of mobile phones for parents and children, Damian Maher, Senior lecturer in education, use of ICT and social media, University of Technology Sydney, has stated, 'The phones provide a link between students and their parents, which has an important role to play in ensuring their safety. Evidence indicates parents want this type of access.'
In addition, British research conducted in 2012 indicated that some students communicate on their mobile phones not only for social purposes but in order to share knowledge and understanding. One student was quoted stating, 'A few days ago, my friend didn't understand one of the questions on the Science homework, so he Facetimed me, and I showed him my answer and I explained how I got that answer to him.'
2. Mobile phones are a useful educational tool
Many educators argue that mobile phones, as miniature computers, can be used by students to research and communicate for educational purposes. They claim that this is particularly important because mobile phones are so portable and because they give access to computer functions which schools with limited technology would not be able to make available otherwise.
This point has been made by Matthew Kearney, associate professor, Teacher Education Program, University of Technology Sydney. Professor Kearney has stated, 'If school students want to investigate, collect data, receive personalised and immediate feedback, record media, create, compose, or communicate with peers, in and beyond the classroom, then using mobile apps is ideal.'
Principal Chris Presland, of St Clair High School, in Sydney, is another staunch defender of the use of mobile phones for educational purposes. He has stated, 'Since [then prime minister] Tony Abbott cut the laptop program across the country, we lost the guarantee that every student can have a laptop. For a lot of students, a mobile phone is the main tool they have to access applications that other students take for granted.'
Students at St Clair use their phones for class research and filming for class projects, and to access educational YouTube videos. One class assignment had students researching the periodic elements and designing a QR code [a matrix barcode like those on grocery items] with information about each element embedded in the code. They pasted the codes around the school so other students could access the information through an app on their phone.
Research undertaken in Britain in 2012 shows that students rely mostly on their devices to keep them organised. The calendar, alarms and camera (usually to take photos of a teacher's notes) are features constantly used by students, the report notes. One pupil said his device was essential for 'remembering things' and without he would 'forget to take homework in a lot'. The research concluded, 'There is clear evidence that many pupils feel that they are deriving educational benefit from the use of their devices. They are using many of the features of their devices and often finding creative ways to employ these features in their schoolwork, both at home and at school.'
A Concordia University Portland discussion on the advantages and disadvantages of mobile phones in the classroom (updated in July, 2018) noted, 'Access to the internet provides instant answers for the curious. This is the search-and-learn environment kids are involved in today. Now, when they want to know "Why do leaves change color," they are only a search away from an answer. This also gives students the ability to get an answer to a question they may feel uncomfortable asking in class. If a teacher uses a term they don't understand, they can find the answer discreetly, and without interrupting the class.'
The discussion also noted, 'With internet access, children can be exposed to a world of creative ideas outside of their bubble. They can learn other languages, teach themselves how to draw, knit, or play chess. They have access to an endless array of options available to help them learn, and gain skills they might not otherwise be exposed to. All of this can be accomplished through a smartphone, which can be a valuable learning tool, if used correctly.'
3. Schools should be teaching students how to use digital technology, not banning it
Supporters of primary school students being able to access mobile phones while at school argue that digital literacy is a major area within which schools should be educating children and that mobile phones are an important medium for and aspect of this education.
Digital literacy is a critical aspect of young people's schooling and research shows mobile phones can play a role in supporting such learning. It's important students learn with these devices so they can effectively participate in the workforce.
Regarding schools' obligation to educate children in the effective use of mobile phones, Damian Maher, Senior lecturer in education, use of ICT and social media, University of Technology Sydney, has stated, 'Digital literacy is a critical aspect of young people's schooling and research shows mobile phones can play a role in supporting such learning. It's important students learn with these devices so they can effectively participate in the workforce.'
A similar point was made by Susan Sawyer, Professor of adolescent health, University of Melbourne, and director, Royal Children's hospital centre for adolescent health, University of Melbourne, who has stated, 'Beyond the 3Rs, an important aspect of [students'] learning is about safely negotiating online environments. This means all schools need to develop policies around the use of mobile phones during school hours. Given the dynamic nature of the mobile world, regularly engaging students and parents in reviewing and revising these policies is an important part of everyone's learning.'
Joanne Orlando researcher, technology and learning, Western Sydney University, has also argued, 'We should not ban mobile phones in schools because it's important to educate children to live well in the era in which they are growing up. A good education for students today is knowing how to use technology to learn, communicate and work with ideas. There is significant research...that shows selective, quality and empowering uses of technology provides new learning opportunities and the ability for students to develop skills they will need for their careers.'
Elizabeth McDougall, Principal of Sacred Heart College, New Town, Tasmania, has similarly stated, 'Beyond the school gates and as students grow older, they're going to have to know when to use a device effectively, in a workplace, for example, so if they haven't got that structure in place already they're at a disadvantage.'
This view has also been expressed by some British educators. Paul Howard-Jones, a professor of neuroscience and education at the University of Bristol, claims that schools have an important role in helping pupils learn when to use their phones. Professor Howard-Jones has stated, 'If school and education is about preparing us for the world, then learning how to use your mobile phone - when it's appropriate, when it's not appropriate, is a very important part of that.
Children need to learn to self-regulate. They're not being given the opportunity to do that if their phones are taken away at the start of the day.'
4. Banning mobile phones in schools will not resolve the cyber bullying issue
Opponents of mobile phones being banned in schools argue that this measure may be counterproductive. Banning the use of mobile phones is likely to drive their use underground where bullying and other anti-social behaviour will be more difficult to monitor.
The Head of the New South Wales Secondary Principals' Council, Chris Presland, has claimed that banning mobile phones to stop bullying and reduce distractions is similar to banning cars to stop people from speeding. Mr Presland has stated, ' It's not going to stop cyber bullying, firstly, most of it doesn't occur during school hours and phones are just one device that kids have access to, it's a complete red herring.'
Joanne Orlando researcher, technology and learning, Western Sydney University, has argued, 'Mobile phone use is a complex social activity and taking phones away will likely lead to underground and hidden use by teens. This will exacerbate issues (such as cyber bullying) this call to ban phones is trying to address.'://www.theguardian.com/australia-news/2018/jun/28/what-do-five-experts-think-about-mobile-phones-in-schools
The same point has been made by the Alannah & Madeline Foundation, a national Australian charity which works to reduce and mitigate the effects of violence against children. The Foundation states, 'Phones are used for many reasons and banning them creates amongst students an environment of secrecy and deception. It is far better to openly educate and encourage the responsible and safe use of technology. The important thing we need to impart is that if our children encounter a problem online they can openly seek our help, guidance and support.
Banning technology means that children who "illegally" use their phones (and they will) are also more likely to engage in riskier behaviours and are less likely to come to a trusted adult if they are harassed or at risk.'
Jocelyn Brewer, from the University of Sydney's Cyber Psychology Research Group, has similarly stated, 'We have a lot of work to do in the bullying space, but banning phones in schools will not solve the problem, it will only shift the problem to other areas.'
Brewer explains, 'There's a lot of literature that shows banning doesn't change bullying behaviour. We need to instead be teaching [students] skills about what it means to be a human online, what our responsibilities are and how we act when we don't have face-to-face communication'
Brewer argues, 'It would be far more useful (albeit more expensive) for schools, to work in partnership with families and school communities, to improve the way social-emotional skills relevant to upstanding digital citizenry are taught. Digital citizenship involves understanding the rights and responsibilities that come with being online and how to use technology in a positive way.'
Michael de Main, the founder of The Wheel, an international educational marketplace for teachers, tutors and students argues, ''Instead of banning phones to reduce the number of time students can be exposed to online taunts, wouldn't teaching them what to do in the face of cyber bullying be better?
Teaching appropriate usage rather than banning will be more successful and beneficial to the next generation. There was bullying and distractions before mobile phones, so banning them will not stop the problem.'
5. Mobile phones can assist the physical and mental health of young people
Supporters of primary school students being able to access their mobile phones during school hours note that the devices can actually benefit children in the maintenance of their physical and psychological health.
Regarding children's physical health, Damian Maher, Senior lecturer in education, use of ICT and social media, University of Technology Sydney, has noted, 'In relation to health, research shows medical apps are important to support the health of young people, such as managing diabetes, and apps need to be accessed during schools hours.'
Self-management is critical to achieving diabetes treatment goals. Mobile phones and In September, 2012, Journal of Diabetes Science and Technology, published an article which demonstrated, 'Bluetooth can support self-management and lifestyle changes for chronic diseases such as diabetes.'
In regard to children's psychological health, Susan Sawyer, Professor of adolescent health, University of Melbourne, and director, Royal Children's hospital centre for adolescent health, University of Melbourne, has stated, 'A particular benefit of mobile phones is they can provide access to therapeutic interventions for distressed young people while they are at school. Telephone support lines have long provided crisis support but are more commonly used outside school hours. The emergence of crisis text lines means adolescents can access text messaging support in real time, an approach that many find more accessible than telephone support, let alone face-to-face support, even with trained professionals at schools.'
On May 28, 2015, The Conversation published an article by Joanna Rodriguez, Senior tutor, University of Surrey and Nadine Page, Teaching Fellow (Integrated Care), University of Surrey, titled 'Your smartphone could be good for your mental health'. It noted, 'There are programmes for depression and phobias, designed to help lift people's moods, get them active and help them to overcome their difficulties. The programmes use guided self help-based cognitive behavioural principles and have proven to be very effective.
Computer games have been used to provide therapy for adolescents. Because computer games are fun and can be used anonymously, they offer an alternative to traditional therapy.'