essay about electronic devices in school

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While many parents allow children free reign of the internet at home, it’s a common debate in education circles on how —and if —digital devices should be allowed at school.

Supporters of technology in the classroom say that using laptops, tablets, and cellphones in the classroom can keep students engaged. Technology is what they know. Most students today don’t even remember a time without the internet.

But critics say it’s yet another distraction in the classroom. From social media to texting, allowing digital devices could hinder a student’s performance in the classroom.

Read on to discover the main arguments surrounding the global debate on digital devices and their place in our schools.

Pros of digital devices in the classroom

• Peace of mind:  Cellphones and smartphones can offer parents a little more peace of mind when their children are at school. Parents know that in an emergency the student can contact them, or vice versa. In addition, more and more cellphones and smartphones contain GPS devices that can be tracked if necessary.
• Instant answers:  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 discretely, and without interrupting the class.
• Wider access to information:  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.
• Access to video:  Electronic devices in the classroom can enhance the learning experience by providing instant video access. Martin Luther King’s “I Have a Dream” speech is not just something to read about. Man’s first step on the moon, early flight, presidential speeches, bridges being built—they all are made more real and easier to digest in the form of instant video availability.
• Wide range of music available:  Sure, you might think of kids listening to their pop, hip-hop, and rap music on digital devices, but remember that all music is available. This gives students access to classical, jazz, big band, and early rock ‘n’ roll. Students could have the opportunity to compare and discuss the differences in these styles in a way that is familiar to them.
• Social learning: Social media can have a negative connotation when you link it to kids. However, there can be an educational aspect. Social learning is a great way for students to share information, thoughts, and ideas on a subject. Properly focused, quieter, and shyer students may blossom in a social learning situation made possible by digital devices.
• Teacher advancement:  Finding ways to effectively utilize digital devices in the classroom provides teachers with an opportunity to advance their skillset and grow with their students. Many teachers are taking their digital literacy to the next level by earning an  master’s degree in education technology .

Cons of digital devices in the classroom

• Harmful effects of digital devices:  There are concerns from the EPA about long-term exposure to wireless devices and computer screens . While there is no direct evidence of harmful effects, the EPA discourages too much exposure for students who have video screens in front of their faces or computers in their laps. If students frequently use these devices at home, additional exposure at school could be viewed as harmful.
• Inappropriate materials:  While schools can limit the availability of websites that can be viewed on their network, students may find links that slipped through the system. There will also be times that students will not be accessing the internet through a monitored network.
• Distraction from schoolwork:  With the temptation of social media and texting in their hands, students may focus solely on their social life instead of the lesson plan.
• Child predators:  Child predators are a problem everywhere. Using digital devices at school creates just that much more exposure and potential danger for students.
• Cyberbulling : This is an increasing issue that’s grown exponentially in recent years. Permitting use of digital devices in the classroom could potentially lead to more of it.
• Provide a disconnect:  While some believe digital devices make for greater connections for students, there are also those who believe too much time with digital devices disconnects students from face-to-face social activities, family communications, and nature. Digital devices in the classroom could lead to an even greater disconnect.
• Could widen the gap : Technology spending varies greatly across the nation. Some schools have the means to address the digital divide so that all of their students have access to technology and can improve their technological skills. Meanwhile, other schools still struggle with their computer-to-student ratio and/or lack the means to provide economically disadvantaged students with loaner iPads and other devices so that they can have access to the same tools and resources that their classmates have at school and at home.

Should schools permit digital devices?

Some school districts have seen great improvements by allowing digital devices in the classroom. One thing is clear: if digital devices are permitted, there should be guidelines and rules in place .

Students need to be taught online safety, the use of judgment in determining good quality sources of information, and restraint from personal use in the classroom. In other words, they need to learn all about digital literacy and  digital citizenship .

There are many resources for teaching these concepts, and a great place to start is the International Society for Technology in Education  (ISTE). Their   comprehensive standards  focus on  the skills and qualities students should have in order to be successful in the digital world. ISTE also teamed up with Google and developed an online digital citizenship game called  Interland . It educates kids about digital citizenship in interactive ways. Students learn how to be good digital citizens as well as how to combat hackers, phishers, oversharers, and bullies.

If a school is going to allow and/or encourage the use of digital devices in the classroom, then teachers also need proper support in terms of training, professional development, and curriculum. They can start with curriculum and PD resources such as those provided by   Common Sense Media , but in order to fully utilize them, teachers need time to plan and collaborate. Digital devices should only be used when there are specific goals in mind, focusing on student safety, digital citizenship, critical thinking, collaboration, advancement, and equity.

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What Students Are Saying About Tech in the Classroom

Does technology help students be more organized, efficient and prepared for the future? Or is it just a distraction?

By The Learning Network

Is there a problem with screens in schools?

We invited students to weigh in on that question in our Picture Prompt Tech in the Classroom , which was based on an Opinion essay arguing that we should “get tech out of the classroom before it’s too late.”

Is there too much tech in your school day? — we asked students. Would you prefer more screen-free time while you are learning, or even during lunch or free periods?

Below, they share the good, the bad and the ugly about technology use in school.

Thank you to everyone who participated in the conversation on our writing prompts this week!

Please note: Student comments have been lightly edited for length.

Some students saw the value of technology in schools, including its ability to prepare students for the future.

I believe that technology in the classroom is a good thing when it is properly moderated. I think completely taking away screens from a student will not help them develop computer skills which they will most likely need in a world like ours, where most of everything is online. Sometimes phones cannot get the job done, and computers will be needed. If schools completely remove devices from the curriculum, then students will be completely clueless when they take classes involving a computer. Too much screen time can be bad for the student, but if it is well moderated, then screen time won’t be an issue.

— Saheed, GMS

I personally do not mind the amount of technology in the classroom. I personally find typing to be a lot easier instead of writing. On top of that, this amount of technology is used in adults’ day to day lives, too. Writing has become less and less relevant for everyone, because most jobs require a computer nowadays. So I think it’s actually better to have the amount of technology we do in the classroom.

— Timothy, Greenbelt Middle

They said, even though there might be down sides, the good outweighs the bad.

Screens in the classroom allows students to complete work in a more organized manner and use online resources to help them learn. It helps teachers to be able to make sure students turn work in before a certain time. However, having screens in the classroom raises students overall screen time which is bad for their eye health and sleep.

— Emily, Greenbelt Middle

I believe that computers should definitely be used at school because it has more pros than cons. They help with everything. The only problem with them is the people using them. The people using them are often misusing them and not charging them.

— Deegan, California

And they argued that tech is so entrenched in the student experience that taking it away would cause a lot of disruption.

There are no problems with screens in school. I believe without screens, school would be much less productive, produce so much waste of paper, and assignments would be lost a lot. Also when I have paper homework, which is almost never, almost every time I get it I forget because everything is on the iPad. This is important because if there is any change in the iPads we use, it’ll affect everyone drastically. Also it would just be really annoying to get used to a whole new thing.

— August, GBW

But another contingent of students said, “There is definitely a problem with screens in school.” They called them a distraction.

There is definitely a problem with screens in school. While regular technology use in school is highly efficient and much more convenient than using textbooks and paper, I still feel like using technology as the main method for learning is detrimental. There are plenty of students in my classes who are hiding behind their iPads to play games or go on their phones rather than utilizing their technology to enhance their learning experience. So in turn, I think we need to minimize (but not completely take away) the prominence of tech in our classrooms. This matters because it’s so important for students to learn how to completely pay attention and focus in on one task so that they are prepared for the moments in life where they don’t get the opportunity to look at their phone if they’re bored or to text their friends. Trust me, this may seem like I’m one hundred percent anti-phones but the truth is I love my phone and am somewhat addicted to it, so I realize that it’s a major distraction for myself in the classroom. Moreover, staring at an iPad screen for 7 hours a day puts significant strain on our eyes, so for the sake of our health and our attention spans, we need to minimize tech use in school.

— Mary, Glenbard West High School

Tech inside classrooms has had many positive effects and many negative effects. Without technology, it would take forever to find sources/information and it would also take ages to do complex things. With technology, people can easily find information and they can easily do many things but the big downside is that they can easily just search up games and get distracted. On one side, it has provided many different changes to students so they can learn in a fun and entertaining way but in another, people are mostly on their phones scrolling through YouTube or Instagram. Many people don’t have control over their body and have a big urge to go on their cellphones.

— Srikanth, Greenbelt Middle School

In my opinion, yes there is a problem with screens in schools. It distracts kids from focusing on their work. Many students are always on their phone during class, and it is disrespectful as well as sad for them. They will not be able to learn the material that is being taught. Personally, I think that screens should be reduced in class, but I do not think that is possible. Whenever a teacher takes away someone’s phone, they get very mad and say that it is their right to have their phone. In these cases it is very confusing on how to act for the teacher!

— Kadambari, gms

Some reported that their peers use technology to cheat.

It might be a problem depending on what people are doing. If it is used for school, like typing an essay, working on homework, or checking your grades it’s okay, but I know people who abuse this privilege. They go onto YouTube and watch things, listen to music when they aren’t supposed to, and play games. Many people cheat to the point where it takes forever to start a test because people don’t close out their tabs. It helps to be able to do these ‘Quick Writes’ as we call them in my ELA class because I can write faster (I know it’s called typing). It’s harder to access things because of the restriction because people mess around so they block so many useful websites and words from our computer. I like to type on the computer, but I feel people abuse this privilege too much.

— Nina, California

When the teachers assign tests on computers, sometimes teachers have to lock students’ screens to make sure they’re not cheating. Sometimes they do it on paper and they try to cheat while hiding their phones in their laps. And then if another student sees them doing that, they will tell and the student who would have the phone out could start a big argument.

— Taylor, Huntington Beach

Several lamented the sheer number of hours teenagers spend in front of screens.

I feel that we have become too comfortable with using screens for nearly every lesson in school, because it has gotten to the point where we are spending upwards of 4 hours on our laptops in school alone. I understand that it would be hard to switch back to using journals and worksheets, but it would be very beneficial for kids if we did.

— Chase, school

I think we should reduce the tech a little just because most students are going straight to screens when they get home, after a full day of screens … Although I know this would be very difficult to do because everything in the world now seems to go online.

— Jaydin, California

And they even worried about their handwriting in a world full of typing.

I think technology in a class is very helpful, but I think that we should incorporate more writing. Since the pandemic, most of the work has been online and it never gave students the opportunity to write as much. When we came back from lockdown, I almost forgot how to write with a pencil. My handwriting was very different. And now we don’t get much time to write with our hands so I think we should have fewer screens.

— Eric, Greenbelt

Some students said that less time spent on screens in school would give them a break from the always-on digital culture they live in.

Although typing is useful and using the internet is very useful, I think we should go back to how it was about 20-40 years ago when all people used the computer for was to type an essay. Drama didn’t get spread in a millisecond, we didn’t have to worry as much about stereotypes. Now all kids want to do is text each other and watch videos. I’m well aware that I have fallen into this trap and I want out, but our lives revolve around technology. You can’t get away from it. I know this is about schools not using technology, which the world without it would be impossible now, but life would be so much simpler again.

— Ivy, Huntington Beach, CA

I will say that my phone is usually always with me during school hours, but I don’t use it all the time. I may check the time or play a short game as a brain break. But I do see some people absolutely glued to their phones during class time, and it’s honestly embarrassing. You really can’t go without your phone for an hour?? It’s almost like an addiction at this point. I understand using your phone to quickly distract yourself; I do it too. And I also think it’s okay to have your phone/electronic during lunch time or free periods. But using it to the point that you can’t properly pay attention in class is just embarrassing. So, in summary, I do think that schools are having a problem with screens.

— Allison, Greenbelt Middle School

And they named classes in which they think screens do and do not have a place.

I feel like for classes for younger kids, technology is definitely not good. Kids should be playing, using their hands, and actually experiencing things instead of being on tablets in kindergarten. I think using computers in school is good though. It’s a lot more efficient, and we live in a society where fast and efficient things are the trend.

— sarah, maryland

I think screens have their place, and will always have their place, in schools and education. The capabilities of computers will always surpass anything else, and they should not be banned from school environments. Still, I have one exception: English class. Other than final drafts of essays, everything in English should be on paper. You can formulate ideas better and minimize outside influence on your thinking.

— Addie, The Potomac School

Learn more about Current Events Conversation here and find all of our posts in this column .

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• Devices in the Classroom

Digital devices, such as laptops, tablets, and smartphones, are ubiquitous in society, across college campuses, and in college classrooms. A vast majority of college students bring and/or use a laptop in the classroom ( Patterson and Patterson, 2017 ; Elliot-Dorans, 2018 ). In many ways, the ubiquity of these devices has been a boon to higher education—students can now respond instantaneously to online polls, collaborate in real time on written work, and engage with a range of media more flexibly than ever before. Using digital devices to teach remotely for a year and a half helped further demonstrate some of the ways they might be used in-person to promote learning.

Given this tension, how do you create a classroom and course where technology is used to engage, rather than distract, students? Looking at the research and our experiences using technology both in-person and remotely, we’ve found that using technology well involves being intentional, flexible, and transparent. Below you’ll find some advice about how you might use technology to support your learning objectives, supplemented by research on how to prevent technology from becoming a distraction.

Distraction, not the device, is the problem

Let's be clear: the presence of electronic devices in the classroom is not, in and of itself, the problem. Rather, it's the way we incorporate electronic devices into situations in which we are already inclined to pay attention to too many things. Broadly, we are not wired to multitask well (e.g. Mayer and Moreno, 2003 ), which is precisely the temptation that many students report experiencing when they are in the classroom. Let’s take a moment to look at what the research on in-class device usage tells us about multitasking; or, you may wish to jump directly to our recommendations below.

Studies of individual class sessions

A growing number of studies have found that off-topic device usage—whether on a phone or on a laptop—impedes academic performance (e.g. Glass and Kang, 2019 ; Felisoni and Godoi, 2018 ; Bjornsen and Archer, 2015 ; Demirbilek and Talan, 2018 ). Several studies have compared students who texted during a lecture versus those who did not. Those who texted typically took lower quality notes, retained less information, and did worse on tests about the material (e.g. Kuznekoff and Titsworth, 2013 , and Rosen et al, 2011 ; Lee et al, 2017 ). Students themselves are aware that in-class multitasking does not promote learning; in one survey, 80% of students agreed that multitasking in class decreases their ability to pay attention ( Sana et al, 2013 ).

Studies of semester-long courses

Much of the above data comes from simulated class situations, correlational studies, or studies of a single class session. What happens when students are not allowed to use computers in class for an entire semester? Two studies comparing actual college classrooms in which students were or were not allowed to use computers over the course of the semester found that students who bring a laptop to class earned lower grades than those who do not ( Patterson and Patterson, 2017 ; Carter et al, 2017 ).

However, the evidence is not uniformly against laptops. Elliot-Dorans compared different sections of the same course that either banned or allowed laptops, and found that banning laptops led to lower quality of written work, lower attendance, and lower exam scores ( Elliot-Dorans, 2018 ). The author surmised that students’ note taking was worse without a laptop, which impeded their learning.

Our recommendations

Maintaining focus.

Boredom is one of the main reasons that students report using a digital device during class ( McCoy, 2016 ). By keeping your students engaged, thinking, and doing activities during class, they are less likely to be tempted by digital distractions. Two studies, one that asked students to use clickers to report lapses in attention ( Bunce et al, 2010 ) and one that tracked students’ eye gaze patterns during lectures ( Rosengrant et al, 2012 , summarized here ), found that students’ attention is highest during and immediately after a change in pedagogy or behavior of the instructor. Some examples of changes that can help students maintain focus include:

Variety in pedagogical activities. If you want students to pay attention to you, then you have to offer them something more interesting than your slides (which they’re perfectly capable of reading for themselves). Look for opportunities to change up the interaction in the classroom. If you're lecturing, why not ask your students to provide examples of the concept you’re describing? If you are leading a discussion seminar, why not design activities for students to talk to each other in small groups instead of just answering your questions for the duration of the class? For example, prompt students turn and talk to each other about a question or challenge you’ve posed. Technology can help promote engagement and collaboration during an activity like this; students could write and respond to each other in a shared Google Doc.

Proximity to the instructor. You are not a prisoner of the podium, or the front of the table, or however your classroom is set up. Of course, you can't be proximate to each student all the time—so move around! You can use your position in the classroom to change the flow of the conversation and the way that students direct their attention.

Humor. You probably already knew that students typically pay attention to jokes. But there's a lot more behind that surface observation: laughter in the classroom can make students more comfortable, lower their affective filter , encourage intellectual risk-taking, decrease anxiety, and establish a more productive student-teacher relationship.

Using technology for learning and engagement

Furthermore, students may prefer taking notes on their computer rather than by hand. In one survey of college students, 70% of students report that having a laptop in class is helpful for their academic performance, with note-taking cited as the most important benefit ( Kay and Lauricella, 2014 ). Additional reported benefits include engagement with in-class academic activities, and communication and collaboration with peers ( Kay and Lauricella, 2014 ; Fried, 2008 ).

Technology as a technology of inclusion

While for many students banning devices from the classroom may seem like a minor inconvenience, students with dyslexia, ADHD, or visual impairments use computers to take notes and to access cloud-based assistive technologies. People with invisible disabilities are enrolling in higher education settings in increasing numbers, and require access to technologies that assist with their learning. Allowing all students access to a device in class avoids singling out students who have important reasons for using one.

To allow or not allow devices?

Faculty are often hesitant to allow students to use devices in the classroom due to the potential for distraction. However, we note that the challenge with digital devices is not the device per se, but off-topic usage. We can decrease the temptation by ensuring that the class itself is interactive and engaging, and that any use of technology is relevant.

We recommend being intentional, transparent, and flexible about use of digital devices in the classroom.

Start by thinking carefully about your learning objectives , and identify activities that align with your objectives and enhance learning. Sometimes the most appropriate activity might not involve technology, but instead might include students talking to a neighbor, drawing a diagram on paper, or solving a problem on a white board. In other cases, you might see an ideal use case for electronic devices. For example, you might incorporate online tools that provide insight into student understanding (such as polls) or that allow collaborative work.

During some portions of a class, you might encourage students not to use their devices, but to instead maintain their attention on the conversation, for example. (You may wish to apply these directions flexibility, with the understanding that some students rely on digital tools for learning.)

Communicate clearly—and frequently—about when and why to use a device, as well as why not to use a device. Share the research about how off-topic device usage impedes learning.

Include a technology policy on your syllabus. In addition to letting students know what they can and cannot use, it is important to let them know why.

Share advice about good practices for using digital devices. Guidance about turning off extraneous applications and notifications, and closing the device when an activity is completed, will help students not only in your class, but also in their future work environments.

For more information...

Beth McMurtrie, " Should You Allow Cellphones in Class? "  The Chronicle of Higher Education  (20 October 2022).

James M. Lang, Distracted: Why Students Can't Focus and What You Can Do about It  (Hachette, 2020).

J. Weinberg, " Why To Discourage Laptops In Class (With Slides You Can Show Your Students) ," Daily Nous (15 August 2018). [These slides provide an overview of research surrounding using laptops in class; additionally, the comments provide some nuance as to why a ban can be problematic.]

Zhu, E., Kaplan, M., Dershimer, R. C., & Bergom, I. (2011). Use of laptops in the classroom: Research and best practices . CRLT Occasional Papers, 30(6).

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Electronic Devices in Classroom: Help or Hindrance?

By Barbara Gutierrez [email protected] 02-19-2018

University of Miami sophomore Jack Btesh waits for his Pre-calculus class to begin with his MacBook laptop in front of him and his iPhone in hand. The minute class begins, he closes the laptop but he cannot help but keep an eye on his texts.

“Using electronic devices is our lives,” he said one recent morning. “I won’t answer the text during class, but I do check it just in case it is important.”

His instructor Sergio Hernandez, a lecturer in the math department, said that letting the students use electronic devices is something he “tolerates. After all, they are adults.”  

Using modern technology, specifically laptops, tablets and iPhones in the classroom is a dicey issue on many university campuses. At UM each faculty member reserves the right to ban such devices from their classrooms and they often do so, including policy in their syllabus as a condition for participation.

At a time in which recent studies show that young people are addicted to their iPhones and a company called Yondr charges a fee to lock away the device and provide a “device free” hour or two, the use of these devices has come under scrutiny.  

“I only allow cell phones or computers in the classroom if we have a specific in-class activity that requires it,” said Nina Miville, assistant professor in practice in the Industrial Engineering department at the College of Engineering. “Otherwise, they are not allowed to use it.”

The benefits of technology, via laptops and iPhones, is undeniable. Research can be instantaneous, access to online learning platforms such as  Top Hat  can allow professors to administer quizzes to student devices directly, project videos and graphs and conduct polling for collective learning.

Integrated technology can enhance the classroom experience depending on how the instructors use the technology, said Allan Gyorke, associate vice president for Information Technology and assistant provost for Educational Innovation. 

“For example, in a writing course, faculty could have students bring in their laptops to do writing and editing during class time,” Gyorke said. “In an architecture course, students could bring their laptops to work on CAD (Computer Aided Design) drawings or show their 3D rendered scenes to other students. In these cases, technology is an integral part of the creation process and appropriate for that reason.”

But many professors experience the downside of allowing electronic devices, especially in large classes, where many students try to hide their iPhone on their lap or open their laptops to sites that have no tie to the classroom work and create a distraction to themselves and others.

“I have stopped allowing laptops and tables and iPhones in class,” said Sam Terilli, associate professor at the School of Communication. “I insist on my favorite technology for notetaking…papers, pens and pencils.”

Although he has experimented with technology, Terilli noticed that students who took notes on their laptops became stenographers, trying to write every word.

“Instead, I want them listening, thinking and synthesizing ideas and then taking just a few notes,” he said. His method is actually scientifically proven to be beneficial. A 2014 study by professors from Princeton and the University of California, Los Angeles, determined that taking handwritten notes allowed more effective learning than using laptops. The study also revealed that students who multitasked during classes had reduced comprehension of course material.

Aaliyah Weathers, a junior studying journalism and motion pictures, can attest to the study’s results. While in class she is constantly monitoring her emails and other texts.

“I try to multitask because I belong to two organizations and I have two jobs and my attention is getting pulled into many different directions,” she said. “But it is easy to be distracted while doing that. You just have to snap out of it and return to class.”

When she took Terrilli’s class “Freedom of Expression” and was forced to put the electronic devices away and take notes longhand, she found that she retained more information and did not have to spend a lot of time studying before a test.

She also earned an A in the course.

Some professors, like Alberto Cairo in the School of Communication who teaches information graphics and visualization, find that the use of technology can increase a student’s creativity by exposing them through Google searches and other tools to the work of creative people from all over the world.

On the other hand, other professors restrict the use of electronic devices because they have noticed that it can cramp a student’s creativity.

Marilyn Neff, retired dean of Planning, Communications and External Relations at the School of Education and Human Development, who still teaches at the school, banned electronic devices from her “Education and the Arts” class when she noticed that many students – instead of engaging with the art (clay, paints, crayons) – wanted to look at their phones instead.

“My class is hands-on and they have to work with the materials,” said Neff. ”I think often when they are so hooked up on the technology it can restrict their growth, their creativity. I asked them to use green clay to create an object and many of them wanted to look up in Google what others had made with green clay.” 

For those professors who are still pondering whether to use technology or not and whether it can help or hinder teaching, Gyorke has a suggestion: “They can contact me and I’ll set them up with a consultation with an instructional designer who can talk with them about their courses, what they would like to accomplish, and ways to achieve their goals either with or without technology.”

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Banning mobile phones in schools can improve students’ academic performance. This is how we know

Assistant Professor of Economics, Carleton University

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Louis-Philippe Beland does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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The effects of mobiles phones and other technology at school is a hotly debated topic in many countries. Some advocate for a complete ban to limit distractions, while others suggest using technology as a teaching tool.

Kids in public South Australian primary schools started the school year without being allowed to bring their mobile phones to class, unless they are needed for class activity. All students in public Western Australian Victorian , and Tasmanian schools have a mobile phone ban in place since for all or some of 2020. New South Wales also banned mobile phones in public primary schools, with secondary schools having the option to opt in, since the start of 2020.

Education departments have introduced the bans for various reasons including to improve academic outcomes and decrease bullying.

Several recent papers point to positive impact of banning mobile phones at school on student performance and other outcomes. Understanding the evidence is crucial for best policy.

Read more: No, Education Minister, we don't have enough evidence to support banning mobile phones in schools

In a 2015 paper , we used a method — called a difference-in-difference strategy — as well as student data from England to investigate the effect of banning mobile phones on student performance. In this method, we compared schools that have had phones removed to similar schools with no phone bans. This allowed us to isolate the effect of mobiles phones on student performance from other factors that could affect performance.

We found banning mobile phones at school leads to an increase in student performance. Our results suggest that after schools banned mobile phones, test scores of students aged 16 increased by 6.4% of a standard deviation. This is equivalent to adding five days to the school year or an additional hour a week.

The effects were twice as large for low-achieving students, and we found no impact on high achieving students.

Our results suggest low-performing students are more likely to be distracted by the presence of mobile phones, while high performing students can focus with or without mobile phones.

The results of our paper suggest banning mobile phones has considerable benefits including a reduction in the gap between high- and low- achieving students. This is substantial improvement for a low-cost education policy.

Other studies show similar results

Recent studies from Spain and Norway , using a similar empirical strategy to ours, also show compelling evidence on the benefit of banning mobile phones on student performance, with similar effect size.

In Spain, banning mobile phones has been shown to increase students’ scores in maths and science. Researchers also documented a decrease in incidences of bullying.

In Norway, banning phones significantly increased middle school students’ grade point average. It also increased students’ likelihood of attending an academic high school rather than choosing a vocational school. And it decreased incidents of bullying.

Evidence from Belgium suggests banning mobile phones can be beneficial for college student performance. This context might be different, but still informative as students are of similar age to those in high school.

Research from Sweden , however, suggests little effect of banning mobile phones in high school on student performance. It is worth noting, however, the study did not find any detrimental effect of banning mobile phones.

Read more: Don't blame the teacher: student results are (mostly) out of their hands

A similar conclusion can be drawn from the literature on the effect of computers used at school. Evidence from the US suggests using laptops in class is detrimental to learning, and the effects are large and more damaging for low-performing students.

Potential psychological mechanisms involved

The psychological literature might shed lights on the potential mechanisms as to why mobile phones and other technology in school might affect student performance. This literature finds multitasking is detrimental to learning and task execution.

Many recent experimental papers present evidence mobile phone use while executing another task decreases learning and task completion. Research also shows computers might be a less efficient way to take notes than pen and paper.

It may be that taking notes by hand allows you to remember the material better than typing those notes on a computer. This may be because students are not just typing out every word said, but thinking of how to summarise what they’re hearing.

Read more: What's the best way to take notes on your laptop or tablet?

These findings do not discount the possibility mobile phones and other technology could be a useful structured teaching tool. However, ignoring or misunderstanding the evidence could be harmful to students and lead to long term negative social consequences.

• Education policy
• Multitasking
• Disadvantaged students
• Test results
• technology in schools
• Student Achievement
• School bullying
• mobile phone ban

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Use of Electronic Devices in the Classroom

In today's rapidly evolving educational landscape, the integration of technology has become a cornerstone of modern pedagogy. Gone are the days of traditional chalkboards and paper textbooks; instead, classrooms are embracing a diverse array of electronic devices to enrich the learning experience. At Inventive Classroom, we recognize the transformative power of technology in education and are committed to exploring its myriad benefits. Join us as we delve into the world of electronic devices in the classroom and discover how they are revolutionizing teaching and learning.

The Rise of EdTech:

Educational Technology, or EdTech, has emerged as a catalyst for innovation in the classroom. By harnessing the capabilities of electronic devices, educators can augment traditional teaching approaches, catering to diverse learning styles and fostering personalized learning experiences. From interactive whiteboards to tablets and laptops, electronic devices offer a wealth of opportunities to engage students and enhance learning outcomes.

Empowering Learning Through Innovation:

Electronic devices, ranging from interactive whiteboards to tablets and laptops, are revolutionizing the way educators deliver instruction and students engage with content. These tools facilitate dynamic and interactive learning experiences, allowing teachers to cater to diverse learning styles and foster creativity and critical thinking skills.

Interactive Whiteboards: Bridging the Gap Between Analog and Digital:

Interactive whiteboards serve as a focal point in modern classrooms, seamlessly merging analog and digital learning experiences. With touch-screen capabilities and multimedia integration, teachers can create engaging presentations, annotate content in real time, and facilitate collaborative activities. Students benefit from interactive lessons that cater to visual and kinesthetic learners, enhancing comprehension and retention.

Tablets and Laptops: Portable Learning Hubs

Tablets and laptops have emerged as indispensable tools in today's educational landscape, offering unparalleled flexibility and accessibility. Equipped with educational apps, e-books, and multimedia resources, these devices empower students to explore subjects at their own pace and delve deeper into topics of interest. Additionally, cloud-based collaboration tools facilitate seamless communication and teamwork, preparing students for the digital workplace of the future.

Digital Document Cameras: Bringing Learning to Life

Digital document cameras provide educators with a powerful tool for capturing and sharing real-world artifacts, documents, and experiments. By displaying high-resolution images and videos directly to the classroom display, teachers can enhance visual learning experiences and stimulate curiosity and inquiry. Whether dissecting a frog or examining historical artifacts, digital document cameras bring learning to life in ways that traditional methods cannot match.

Assistive Technology: Fostering Inclusivity

For students with diverse learning needs, assistive technology plays a pivotal role in leveling the playing field and fostering inclusivity. Screen readers, speech-to-text software, and adaptive keyboards are just a few examples of tools that empower students with disabilities to fully participate in classroom activities and access educational content. By embracing assistive technology, educators create learning environments that celebrate diversity and accommodate the unique needs of every learner.

Digital Learning Platforms:

In addition to hardware devices, digital learning platforms play a pivotal role in transforming classroom dynamics. Learning Management Systems (LMS) such as Google Classroom, Moodle, and Canvas provide centralized hubs for course materials, assignments, and communication channels, streamlining administrative tasks and fostering seamless collaboration between educators and students. Moreover, these platforms facilitate asynchronous learning, allowing students to engage with course content at their own pace and revisit materials as needed, promoting self-directed learning and autonomy.

Benefits of Using Electronic Devices in the Classroom

1. enhanced engagement and interactivity:.

One of the most significant advantages of incorporating electronic devices into the classroom is the ability to enhance student engagement and interactivity. Interactive whiteboards, tablets, and laptops enable educators to deliver dynamic multimedia presentations, interactive quizzes, and collaborative projects that cater to diverse learning styles and preferences. By leveraging interactive tools and educational apps, teachers can create immersive learning experiences that captivate students' attention and foster active participation.

2. Personalized Learning Opportunities:

Electronic devices also open the door to personalized learning opportunities, allowing educators to tailor instruction to individual student needs and interests. Adaptive learning platforms and educational software utilize artificial intelligence algorithms to analyze student performance data and deliver customized learning pathways and resources. This personalized approach empowers students to learn at their own pace, receive targeted support, and explore topics that align with their unique learning goals and aspirations.

3. Access to Rich Learning Resources:

The internet serves as a vast repository of knowledge and resources, and electronic devices provide students with instant access to a wealth of educational content, including e-books, online articles, videos, and simulations. Through online research and multimedia exploration, students can deepen their understanding of academic concepts, explore real-world applications, and cultivate critical thinking and information literacy skills. Moreover, digital libraries and educational platforms offer a diverse array of curated learning materials that cater to various subjects, grade levels, and learning objectives, enriching the educational experience for students and teachers alike.

4. Mitigating Technological Challenges and Distractions:

While electronic devices offer numerous benefits, they also present certain challenges and concerns that must be addressed. Technological issues such as connectivity issues, software glitches, and hardware malfunctions can disrupt instructional delivery and impede learning progress. Additionally, the proliferation of electronic devices in the classroom raises concerns about potential distractions and misuse, such as unauthorized internet browsing, social media engagement, and gaming. To mitigate these challenges, educators must establish clear guidelines and expectations regarding device usage, implement robust digital citizenship and responsible technology use curriculum, and leverage classroom management strategies to promote focused and productive learning environments.

5. Promoting Digital Citizenship and Responsible Technology Use:

As digital natives grow up in an increasingly interconnected and technology-driven world, it is essential to instill in them the values of digital citizenship and responsible technology use. Educators play a crucial role in educating students about online safety, privacy protection, digital etiquette, and cyberbullying prevention. By integrating digital citizenship education into the curriculum and modeling positive online behaviors, educators empower students to become responsible digital citizens who harness the power of technology for learning, collaboration, and social good.

6. Fostering Student Engagement and Participation:

One of the key advantages of incorporating electronic devices into the classroom is their ability to captivate and engage students. Interactive learning platforms like Nearpod and SMART Board enable real-time feedback and assessment, allowing educators to gauge student comprehension and adapt instruction accordingly. Through gamification and multimedia-rich content, electronic devices stimulate curiosity and creativity, motivating students to actively participate in the learning process.

Conclusion:

As we navigate the complexities of the 21st-century classroom, the integration of electronic devices represents a paradigm shift in education. From interactive whiteboards to tablets and assistive technology, these tools empower educators to create dynamic and inclusive learning environments that prepare students for success in an increasingly digital world. At Inventive Classroom, we remain committed to harnessing the transformative power of technology to enhance education and inspire lifelong learning.

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• Parenting Children in the Age of Screens
• 1. Children’s engagement with digital devices, screen time

Table of Contents

• 2. Parental views about YouTube
• 3. Parenting approaches and concerns related to digital devices
• 4. Parents’ attitudes – and experiences – related to digital technology
• Acknowledgments
• Methodology

The use of the internet and the adoption of mobile devices like smartphones and tablets is widespread, and digital technologies play a significant role in the everyday lives of American families. This is also true for children, who may begin interacting with digital devices at young ages.

In March, Pew Research Center asked parents a series of questions about their children under the age of 12 and how they engage with digital technologies.

The most common device parents say their young child engages with is a television, with 88% of parents saying their child ever uses or interacts with a TV. Smaller – yet still large – shares of parents say their child ever uses or interacts with a tablet computer (67%) or a smartphone (60%). Some 44% of parents of young children say their child ever uses or interacts with a desktop or laptop computer or a gaming device.

There are substantial age differences in the types of devices parents report their child engaging with. For example, 73% of parents with a child age 9 to 11 say their child uses a desktop or laptop computer, compared with 54% of those whose child is age 5 to 8 and just 16% of those with a child younger than 5. The use of gaming devices follows a similar pattern: 68% of parents with a child age 9 to 11 say their child uses this device, compared with 58% of those with a child age 5 to 8, one-quarter of those whose child is age 3 to 4 and 9% of those with a child age 2 or younger. Similarly, 80% of parents with a child age 5 to 11 say their child uses or interacts with a tablet computer, compared with 64% of parents with a child age 3 to 4 who do this and 35% with a child or a child age 2 or younger.

These differences by the child’s age are less pronounced when other devices are considered. For instance, parents with a child age 9 to 11 are more likely to say their child engages with a smartphone (67%), compared with parents with a child age 5 to 8 (59%) or age 2 or younger (49%). Parents with a child age 3 to 4 fall in the middle – 62% say their child uses or interacts with a smartphone.

Parents of the youngest children are less likely to say their child engages with a television, but majorities of all age groups still report doing so – 74% of parents with a child age 2 or younger say their child uses or interacts with a television, compared with 90% or more of parents with a child in somewhat older age groups.

More than one-third of parents with a child under 12 say their child began interacting with a smartphone before the age of 5

Among the 60% of parents who say their child younger than 12 ever uses or interacts with a smartphone, six-in-ten say their child began engaging with a smartphone before the age of 5, including roughly one-third (31%) who say their child began this before age 2 and 29% who say it started between ages 3 and 4. Some 26% of parents whose child uses a smartphone say the smartphone engagement began between the ages 5 and 8. This share falls to just 14% for parents with a child age 9 to 11. 5

Nearly one-in-five parents of a child younger than 12 say their child has their own smartphone

Aside from just using and engaging with a smartphone, some children younger than 12 years old have their own device. Nearly one-in-five parents of a child 11 or younger (17%) say that their child has their own smartphone.

There are differences in child smartphone ownership by parents’ education level and the age of the child. Parents with a high school education or less are twice as likely as parents who are college graduates to say their child has their own smartphone (21% vs. 11%). Parents with some college education fall in the middle, with 19% saying their child under the age of 12 has their own smartphone.

Parents with somewhat older children are also more likely to say their child has their own device. For example, 37% of parents of a child age 9 to 11 say their child has their own smartphone, compared with 13% of those with a child 5 to 8, 5% of those with a child 3 to 4 and 3% of those with a child who is 2 or younger.

Among the share of parents who say their child under age 12 has their own smartphone (17%), roughly half (51%) say this child was between the ages of 9 and 11 when they got their own device, and about one-third of parents (35%) say this happened between ages 5 and 8. Much smaller shares of these parents say the same for younger ages.

Majorities of parents of children who have their own smartphones and are under the age of 12 say making it easy for their child to contact them (78%) and being able to easily get in touch with their child (73%) are major reasons their child has their own smartphone.

Far fewer parents with a child in this age range say that major reasons their child has their own smartphone are to have something to keep them entertained (25%) or because their friends or classmates have a phone (6%). About one-in-ten parents of a child ages 5 to 11 (9%) say that a major reason this child has their own smartphone is to do their homework.

More than a third of parents say their child under the age of 12 uses or interacts with a voice-activated assistant

In addition to details about smartphone engagement and ownership, parents of children under 12 were also asked some questions about their child’s engagement with voice-activated assistants.

Roughly one-third of parents of a child age 11 or younger (36%) say their child ever uses or interacts with a voice-activated assistant such as Apple’s Siri or Amazon Alexa. There are differences in a child’s interaction with this type of device by age of the child, race or ethnicity, parent’s level of educational attainment and community type.

Parents who have an older child, between the ages of 5 and 11, are more likely than parents with a child age 3 to 4 or age 2 or younger to say their child uses or interacts with a voice-activated assistant.

Among parents with a child under age 12, those with lower levels of formal education are less likely to say their child engages with a voice-activated assistant – 26% of parents with a high school education or less say their child does this, compared with 38% of parents who have some college education and 42% of college graduates.

White parents are more likely than Hispanic parents to say their child ever interacts with or uses a voice-activated assistant. Those living in suburban locations are also more likely than those living in rural communities to say their child does this.

Among the 36% of parents of a child under the age of 12 who say their child ever uses or interacts with a voice-activated assistant, majorities say their child uses this device to play music (82%) or get information (66%). Smaller shares of these parents say their child uses a voice-activated assistant to hear jokes (47%) or play games (30%).

The use of a voice-activated assistant varies substantially by the age of the child for all but one of these activities – with older children being more likely to use these functions. Fully 78% of parents with a child age 5 to 11 say their child uses a voice-activated assistant to get information, compared with 29% of parents with a child age 4 or younger who say the same.

When it comes to using the voice-activated assistant to hear jokes, more than half of parents (54%) with a 5- to 11-year-old child say their child uses a voice-activated assistant to do this, compared with roughly one-quarter of parents (24%) with a younger child, 4 or younger, who say the same. And more than twice as many parents with a child age 5 to 11 say their child uses a voice-activated assistant to play games compared with parents with a child age 4 or younger (34% vs. 16%). There is no difference by age of child when it comes to parents saying their child uses a voice-activated assistant to play music.

Some parents of a child under 12 are concerned about the data collected by these voice-activated assistants. Among parents of children under age 12 who say their child ever uses or interacts with a voice-activated assistant, about four-in-ten (39%) say they are at least somewhat concerned about the data these assistants collect about their child, including 11% who say they are very concerned. But a majority of parents say they are not too (47%) or not at all (14%) concerned about the data voice-activated assistants collect about their child.

A portion of parents say their child younger than 12 uses social media; use varies by age of child, parents’ level of education

Relatively few parents of a child age 11 or younger say that, as far as they know, their child uses social media, though shares are higher for parents of children ages 9 to 11. Despite most social media sites having age guidelines in place, which usually restrict children younger than 13 from joining, some 13% of these parents say their child uses TikTok and 10% say their child uses Snapchat. Just 5% say their child uses Instagram, and even fewer (3%) say their child uses Facebook. Some 7% of parents say their child uses some other social media site. There are differences in child social media use by age of the child and parents’ level of educational attainment.

Parents with a child age 9 to 11 are more likely than parents with a child in younger age groups to say their child uses any of the social media platforms asked about in the survey. For example, three-in-ten parents of a child age 9 to 11 say their child uses TikTok, compared with 11% of parents of a child between the ages of 5 and 8 and 3% of parents of children ages 4 and younger.

Parental education level is also a factor in their child’s use of certain social media sites. For example, parents of a child age 11 or younger with a high school education or less are more likely than those with a postgraduate degree to say their child uses TikTok (19% vs. 6%). This trend also holds for a child’s use of Snapchat and Facebook.

Parents are more likely to say their child under age 12 uses a social media site if this child has their own smartphone. For instance, 42% of parents who say their child has their own smartphone also say their child uses TikTok, and 31% say their child uses Snapchat. These shares fall to 10% or less across all platforms for parents who say their child does not have their own smartphone.

CORRECTION (Aug. 5, 2020): An earlier version of this report included a chart with a headline that read “Roughly half of parents say their child got their own smartphone between the ages of 9 and 11.” This headline has been edited for accuracy to explain that this was only among those whose child had their own smartphone. The chart, now titled “51% of parents whose young child has their own smartphone say this child got the device between the ages of 9 and 11,” was also edited so that all figures displayed in the bar chart are scaled correctly.

• When all parents with a child under the age of 12 are considered, 35% say their child began engaging with a smartphone before the age of 5, 15% say this happened between the ages of 5 and 8, and 8% say their child began engaging with this device between the ages of 9 and 11. ↩

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Using Electronic Devices in the Classroom

Educational institutions should not ban students from using electronic devices in the classroom. However, the American teacher Arnold Glass opposes this statement, forbidding his students to use phones during his class. He claims that this will eventually negatively affect their intellectual development, lead to a deterioration of memory and attention (Glass, 2019). Glass states that “exam performance declined dramatically” among his students when they started using gadgets during classes (Glass, 2019, para. 4). There is a high probability of distracting students from their studies, for example, listening to music in the classroom. In his opinion, using gadgets at school can also lead to problems of relationships with peers (Glass, 2019). This is due to the fact that live communication is being replaced by virtual communication. Taking into account all these negative aspects, Glass considers prohibiting the use of mobile phones at school a necessity.

However, Arnold Glass focuses exclusively on the negative aspects of using mobile phones during classes, ignoring the numerous benefits. The use of gadgets helps to increase the motivation of schoolchildren, which is achieved when the teacher has the opportunity to manage learning more flexibly with the help of high-tech electronic devices. They allow to make school activities more interesting. There is the possibility of using a pocket library if a student has an e-book. It frees the child from carrying stacks of heavy books from the library. In addition, the student gets used to the idea that the Internet is not only for entertainment, but is a source of necessary information. At the present stage, there are countless applications that have a wide range of applications and are installed on tablets and smartphones. Therefore, the use of phones should be allowed due to the presence of useful applications that greatly facilitate learning.

Glass, A. (2019). In praise for classroom cell phone bans . The Hill . Web.

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10 Benefits and Uses of Electronic Gadgets in Learning

In the age of technology and connectivity, electronic gadgets have graced their way into the learning process of students in the classroom. These gadgets have been used to continually improve and expound methods through which students can learn. The gadgets mostly used by students are tablets, mobile phones and cameras.

Also, the growing demand in terms of requirements from students is assisted by these electronic gadgets. Tasks and collaboration are done easier using technology available for educational purposes.

However, there are debates concerning the advantages and disadvantages of electronic gadgets usage inside the classroom. This blog article focuses on the advantages it can bring students.

So what are the benefits and uses exactly that gadgets contribute to student learning?

Also See: The Desktop Dilemma: Do we even need them and Navigating the Tech Landscape in 2024

1. Improves overall student performance.

According to the study of Behnke, Gilliland, Schneider and Singer in 2005, the usage of gadgets such as tablets in class can contribute to improved student performance, it also can contribute to the decrease in the number of students who perform poorly in class.

Not only that, gadgets also help improve the efficiency of teaching methods and learning capacities of students using tablets in class.

Overall, the usage of electronic gadgets has made activities conducted in classrooms more flexible. The various features and functions of gadgets in class also play a part to efficiently transform teaching and learning methods, because of this, different senses of students are activated through the use of these gadgets.

Also see Transforming Education with Electronic Gadgets: Improving Student Performance and Enhancing Teaching Methods

2. Enables student-centered learning.

Traditionally, learning is dependent on teacher-centered strategies. But with the transformations in the teaching methodologies and the availability of gadgets in the classroom, learning has deviated away from this focus.

According to the study of Nah, Lim, and Yih in 2012 , electronic gadgets help facilitate and expound student-centered learning through providing additional functions that enable students’ active role in the classroom. Their independence and ability to control their learning pace using these gadgets have fostered personalized participation.

Also see Empowering Students through Electronic Gadgets: How Student-Centered Learning is Revolutionizing Education

3. Enhances knowledge-retention.

Retention is one crucial factor in determining whether students are successfully learning in class. Correlatively, the activation of students’ multiple senses while using electronic gadgets in class, may help with their knowledge retention.

For instance, according to the study of Krause, Mogalle, Pohl and Williams in 2015, social gamification can help increase knowledge-retention among students.

Also see The Power of Gamification in Education: Boosting Motivation, Engagement, and Knowledge Retention

4. Enhances presentation and illustration of lectures.

Content is no longer presented through traditional methods such as the usage of boards, hardcopy drawings, and old school black and white projectors, through the usage of gadgets in the classroom, audio-visual and media presentations became not only available but portable for students.

Both students and teachers can also customize the ways through which information can be presented in class using electronic gadgets. These ways usually improve participation inside the classroom.

Also see Revolutionizing Education: The Impact of Gadgets on Multimedia Content in the Classroom

5. Enhances collaboration.

Due to the personalized and multiple functions of gadgets in class, collaboration consequently increases among students especially in terms of classroom participation and engagement.

As mentioned earlier, the usage of gadgets makes learning flexible. In the same way that collaboration becomes more voluntary as opposed to traditional learning methods due to the features and accessibility of gadgets. This is most apparent in virtual classrooms, online discussions and online activities.

Also see: The Power of Technology in Education: The Collaborative Benefits of Gadgets in the Classroom

6. Can be used for research purposes.

This is the most widely known use of using gadgets in the classroom. No longer do students have to physically go to libraries and browse hardcopy books for simple research or homework. Information is within their grasp in matters of seconds.

Also, researching online is not only limited to Google or Google Scholar. Schools often also provide access to paid research scholarly digital database such as Ebsco and Jstor . These database platforms are no longer confined within library computers but can also be accessible through tablets and mobile phones of students.

Also see: The Impact of Gadgets on Student Research Skills and Habits

7. Can be used for easier access to materials and easier storage of information.

No longer do students traditionally take notes but they can store books and notes through pdf or e-book copies or through taking pictures of lecture notes. They can also record audios and videos of lectures and discussions for as long as it is permitted by the lecturer or professor. Also, anytime they need materials, these materials can be accessible through the most portable gadgets such as mobile phones.

Also, according to the study of Behnke, Gilliland, Schneider and Singer in 2005, the usage of gadgets such as tablets create increase in the information received by students.

8. Can be used by students to verify information.

Due to the easier access to information, students can practice initiative to verify among themselves the data presented to them. Hence, improving their information fluency and critical thinking.

Speaking of critical thinking, wondering how you can improve critical thinking in writing? Here are 5 Tips on How to Improve Critical Thinking Skills in Academic Writing

According to the study of Mada in 2017, gadgets can help develop learning skills such as assembling, evaluating and utilizing information.

While according to the study of Thomas, O’Bannon and Bolton in 2013, since students can verify information themselves through the internet, this increases communication, collaboration and cooperative problem solving amongst students and even teachers.

9. Can be used for easier communication.

Students and also teachers no longer have to disseminate information through text messages or emails individually, but with electronic gadgets, platforms for portable and easier sharing of necessary school-related information is possible such as Facebook groups, Google classroom and other learning management systems such as Schoology .

Also, collaboration is easier between students and teachers given the instructional features most gadgets have that can be utilized for learning.

Also See: Revolutionizing Education: How Technology is Enhancing Learning through Collaborative Spaces, Learning Management Systems, and Social Media

10. Can be used for virtual classroom or virtual learning.

A virtual classroom is a platform through which learning is conducted online. Inside the virtual classroom, mechanisms such as video conference, online whiteboard and chat boxes are used by students and teachers.

This is essentially useful for learning flexibility and maximizing the benefits of technology in education. According to the study of McBrien and Jones , virtual classroom is a platform that can increase students’ engagement and participation due to the digital tools and mechanisms that students can use.

Also see: Maximizing the Potential of Virtual Classrooms: Advantages, Research, and Actionable Steps for Institutions

There you go! We have gone through all the 10 benefits and uses of allowing electronic gadgets in classrooms. However, these benefits can only be maximized if there is supervision in the usage of these gadgets. For instance, social media applications should be minimized or banned during discussions unless needed and related to ongoing classroom activities. Other educationally unrelated use of these gadgets should also be minimized. Otherwise, the usage of electronic gadgets in classrooms may cause distraction and hence be counterproductive for students.

Charm Jayme is a Marketing Executive at Inkmypapers   in Singpore. She loves books, coffee and breakfast.

Ellis-Behnke, R., Gilliland, J., Schneider, G. E., & Singer, D. (2003). Educational benefits of a paperless classroom utilizing tablet PCs. Massachusetts Institute of Technology, Cambridge, Massachusetts-USA .

Krause, M., Mogalle, M., Pohl, H., & Williams, J. J. (2015, March). A playful game changer: Fostering student retention in online education with social gamification. In Proceedings of the Second (2015) ACM conference on Learning@ Scale (pp. 95-102).

Mada, A. (2017). The Perception of Students and Lecturers on the Benefits, Opportunities and Challenges of the Use of ICT Gadgets During Lectures. The Fountain: Journal of Interdisciplinary Studies , 1 (1), 108-132.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning , 10 (3).

Nah, E. A., Lim, T. H., & Yih, B. (2012). Enhancing student-centered learning through usage of television commercials via wiki. Procedia-Social and Behavioral Sciences , 67 , 144-155.

Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits, and barriers. Computers in the Schools , 30 (4), 295-308.

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Personal Electronics Should Be Banned From Schools

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To the Editor:

With the recent arrest of a student because she did not put her cellphone away fast enough in South Carolina, the conversation about electronics in the classroom is growing.

There really is a very simple, common-sense solution to the use of electronic communication by school students during school: Ban it.

I was a teacher years ago, before such phones existed, and frankly I could not imagine them in the hands of students while I was teaching.

But what I really am confused about is why parents even allow their children to take phones with them to school, and why teachers permit students to have phones in their classrooms. Despite all my son’s whining, I made sure he never had a cellphone of his own until he left high school, which did not hurt him at all. If I were still teaching, all my students would have to leave their phones in a separate location upon entering the classroom, or be absolutely required to have them turned off.

There is one simple certainty. No phones equals no problems of this type.

Problem solved.

James Steamer

State College, Pa.

A version of this article appeared in the January 06, 2016 edition of Education Week as Personal Electronics Should Be Banned From Schools

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Sample of a Short Essay on Electronic Gadgets

Using electronic devices in the classroom is often underestimated. They can bring a lot of benefits if students and professors use them only for studying purposes. Otherwise, if students use their smartphones and laptops only for entertainment, this misuse significantly distracts them from the learning process and makes their devices uselessm, unless they look for “ write my essay for me cheap ” help.

WritingCheap cheap essay writing service proposes students to read our sample short essay on electronic gadgets. After getting acquainted with this subject, you can understand the methods of using electronic devices in the classroom and how to write a perfect essay by yourself. Impress your teacher with your knowledge of the advantages and disadvantages of electronic gadgets in class.

Effects of Electronic Devices on Education Electronic devices include integrated circuits controlled by the electric current; they are mainly used for processing, transfer, and control systems. Education, on the other hand, involves the process of gaining knowledge through an interactive process. Electronic devices affect education positively and negatively; the positive influence concerns enhancing education, and the negative influences affect the entire learning process. Positive Effects Electronic devices enhance education by making the learning resources easily assessable. By using a computer, students can access education information through the Internet. Additionally, there are technology-related projects that help the student be creative, innovative, and inventive (Eggers, 16). It also improves the teacher-student communication; these devices make a classroom a network system where there is a transfer of information from teacher to student and among students. Moreover, they directly help teachers in educating by bringing out the real picture in the process of giving information. For example, documentaries show the practical experience of events in history. Negative Effects The negative effects include making students spend the most time on devices, time that could otherwise be used for studying. Additionally, the information given tends to diminish the necessity of education. Some devices, such as mobile phones, also affect the learning process through interruptions from calls and text messages. Moreover, there is too much information available on electronic devices, and some of it is wrong. Hence, they tend to misguide students (Chen & Yun 6). Finally, these devices also create an opportunity for cheating among students. Conclusion In conclusion, electronic devices positively affect the communication process by making it easier for both the student and the teacher. However, if they are not contained, they change the process negatively. Therefore, there is a need to establish the best approach to ensure that devices have a positive effect, for example, through creating rules about the use of these devices in a classroom. Works Cited Chen, Shengjian, and Yun Lu. “The Negative Effects and Control of Blended Learning in the University.” 2013 the International Conference on Education Technology and Information System (ICETIS 2013) . Atlantis Press, 2013. Eggers, William D. Government 2.0: Using Technology to Improve Education, Cut Red Tape, Reduce Gridlock, and Enhance Democracy. Rowman & Littlefield, 2017.

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Marine Corps tightens rules on personal cellphone use in training

The Marine Corps has banned Marines from using personal cellphones and other devices during training exercises, armed duty, high-risk training and aviation operations.

Previous guidance on personal portable electronic devices — a category that includes cellphones, laptops, tablets, smart watches, portable gaming systems, digital cameras and Bluetooth headphones — had given unit commanders more leeway to set their own policies. But a Marine Corps order dated March 26, signed by Commandant Gen. Eric Smith, tightens the service-wide rules about the devices, citing a host of risks the technology can cause.

The order comes as part of a broader effort by the Marine Corps to rein in Marines’ use of personal electronic devices at work.

Personal portable electronic device use “can reduce situational awareness, compromise privacy, and threaten operations security,” the order states.

The order tells commanders to issue unit-specific policies that align with the Marine Corps’ new restrictions.

Under the new rules, Marines conducting training exercises in the field “should not” carry personal devices. Commanders may authorize “limited” use of the devices in the areas where Marines have set up their temporary camps.

Marines who are standing armed duty can’t carry personal devices, the order states. Nor can Marines carry them during “high-risk training events” — such as live-fire training, water survival training, obstacle courses or rappel training — regardless of whether they are receiving or administering the training.

Operators and crew members of government-owned vehicles and equipment are barred from device use “that creates unreasonable risks to mission or good order and discipline while operating such vehicle/equipment.”

Personal devices are prohibited from areas “actively involved with Marine Corps aviation operations,” meaning hangars, flightlines, aircraft maintenance spaces, briefing areas and aircraft.

The ban on device use during aviation operations comes with some exceptions. Aircraft passengers who aren’t members of the crew may use their devices with approval from the aircraft commander. Aircrew members who don’t have government-issued devices may carry powered-off personal devices as a last-resort form of communication for emergencies.

The order allows commanders of battalions or larger organizations to set temporary, situation-dependent exceptions to the rules, but commanders can’t make permanent exceptions based on billet, rank or seniority.

The Marine Corps wants a “cultural shift” in how Marines use devices, according to the order. Leaders are expected to teach their Marines about the risks posed by devices and use tools to monitor device emissions.

When Marines break the new rules, commanders are required to report the violations and deal with them as they see fit.

Yet the order urges a gentle approach to enforcement: “Where applicable, commanders are encouraged to use PPED violations as learning/training opportunities to both educate on the operational risks of PPEDs, while providing Marines the opportunity to learn from their mistakes without derailing their future career.”

The order does not apply to Marines’ official government-issued devices.

The Corps’ previous guidance on personal devices, a 2016 white letter from then-Commandant Gen. Robert Neller, had restricted device use during live-fire training, swim training, and vehicle and aircraft operations but otherwise had left it up to commanders to make their own rules.

No texting for official business

The order from March is the second time in recent months the Corps has restricted Marines’ use of personal devices.

The service announced in a Marine administrative message in December 2023 and reiterated in a Marine Corps bulletin in February that Marines had to use their Microsoft Teams accounts or government emails for official business. That means Marines aren’t allowed to transmit official information via text, even on their government-issued devices.

When Marines “inadvertently” do business on their personal devices, they must screenshot the content and send it to their own government email accounts with the subject line “Official Record of Text Messages,” the bulletin states.

Official business includes “Any contact with a media outlet by any member of the United States Marine Corps (USMC) acting in an official capacity,” according to the bulletin.

In February, Marine Corps Times asked the office of Deputy Commandant for Information Lt. Gen. Matthew Glavy if that meant Marine public affairs officers providing information on background or junior Marines discussing the dire conditions of their barracks would have to disclose their communications with journalists to records officials.

More than a month after receiving that query, Capt. Karen Jensen, a spokeswoman for the office, responded via email, “Unfortunately, I cannot speculate on the various ways records could be created in the future. Marines are expected to abide by policy regarding records retention in all cases.”

“Records serve as evidence and documentation of an agency’s operations, decisions, policies, procedures, functions, and other activities and will be maintained in accordance with guidance issued by the National Archives and Records Administration,” Jensen said in the emailed statement. “The Marine Corps is committed to upholding these standards.”

‘You will be attacked’

Since many of the younger Marines in the force have grown up with smartphones, it is a challenge to limit use of the devices, Marine leaders have said in recent years.

In 2016, Neller recounted a training exercise in which the electromagnetic signature from Marines’ personal cellphones made it easy to identify the location of a particular area in the headquarters, CNN reported. He cautioned Marines to leave their devices behind before going to the field: “Because if you can be seen, you will be attacked.”

In 2022, then-Commandant Gen. David Berger said one lesson from Russia’s war in Ukraine is personal cellphones can get troops tracked — and killed.

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“Every time you press a button, you’re emitting,” Berger said. “Every Marine, every soldier, every sailor grows up with these now. They don’t think anything about pressing a button — this is what they do all day long.”

The Army, meanwhile, has partially embraced the use of personal cellphones. Approximately 20,000 soldiers and Army civilians were approved for a bring-your-own-device initiative in 2023 that allows users to conduct official business from their personal phones through a secure cloud-based app, C4ISRNET previously reported.

Lt. Gen. John Morrison, a top Army cyber official, said in August 2023 the process was “very, very, very secure.”

“It’s more efficient, more effective, and, quite frankly, if you want to reach me on the weekend, call me on my personal device,” he said.

Irene Loewenson is a staff reporter for Marine Corps Times. She joined Military Times as an editorial fellow in August 2022. She is a graduate of Williams College, where she was the editor-in-chief of the student newspaper.

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