Some schools mandate that students store their cell phones in lockers throughout the school day.
Robin Utrecht/Shutterstock
Concerns about the adverse effects of excessive screen time are growing. Specifically, phone usage in educational settings can detract from learning experiences. However, some studies indicate that outright banning smartphones from schools can lead to feelings of loneliness among students, at least initially.
“When a school opts to completely prohibit smartphones, several factors should be considered,” explains Sanyogita Kare from Radboud University in the Netherlands. “Socially vulnerable youth may face additional challenges, leading to a possible sense of estrangement from peers.”
Mobile phones and similar devices have been linked to various issues, ranging from declining academic performance to worsening mental health among adolescents. However, there is a lack of concrete evidence supporting these claims. As of January 1, 2024, the Netherlands has instituted a ban on the use of smartphones and other smart devices in classrooms. Many schools enforce strict rules, prohibiting students from using such devices at all during class and often requiring that they be stored in lockers.
Seeking to unravel this impact, Carré and colleagues conducted a study with students from two middle schools in the Netherlands, both of which disallow smartphone usage during class. Surveys were administered initially in December 2023, prior to the nationwide ban, and repeated in March or April 2024.
The researchers aimed to analyze two types of loneliness: social loneliness and emotional loneliness. “Social loneliness pertains to your overall network and feelings of group belonging,” states Carre. “Emotional loneliness speaks to the depth of connection in close friendships.”
Upon comparing loneliness rates before and after the ban, findings were mixed. “Though we did not observe a significant change in social loneliness, there was a slight uptick in psychological loneliness,” Carre mentions. This surge may occur if some classmates are absent, thereby limiting students’ ability to connect with close friends during the school day.
The research also revealed that while the general sense of social loneliness didn’t rise among children, those who found social interactions more challenging were likely to feel increased loneliness. Carre notes that these impacts might not be long-lasting as students adjust to the ban over time.
A limitation of the study is that there was no comparison made with other Dutch schools where regulations are more lenient, such as allowing phones during breaks. Jonathan Canter from RAND, a U.S. nonprofit research organization, states, “To draw meaningful comparisons, we need data from similar students in schools without prohibition. Without that, we can’t ascertain whether our findings reflect broader patterns.”
Both Carre and Cantor express that there’s a gap in fundamental data regarding the effects of phone bans in schools. Canter and his team have recently attempted to address this issue by looking into voluntary bans on phones in U.S. schools.
They discovered significant variability in policies; certain schools enforce total bans on phones, while others permit their use at the discretion of teachers. In the UK, government guidelines suggest the use of phones in schools but leave the final decision to the discretion of school leaders regarding whether these devices should be banned.
“The pressing issue is the need for rigorous evaluations to assess the effectiveness of these policies at the school level. This requires detailed data on the types and timing of policies implemented,” Kanter states. “This is the focal point of current analysis efforts.”
Last month, when hackers targeted UK nursery schools and leaked child data online, they faced accusations of reaching a new low.
Nonetheless, the wider education sector is more familiar with being a target.
As per the British Government Survey, educational institutions are at a higher risk of cyberattacks or security breaches than private businesses.
Over the past year, six out of ten middle schools have experienced attacks or breaches, while more than 80% of universities and 90% of higher education institutions have faced similar issues. In contrast, only four out of ten companies reported violations or breaches, a statistic comparable to elementary schools.
Toby Lewis, global threat analysis director at cybersecurity firm Darktrace, notes that the UK education sector isn’t necessarily a specific target. “They are caught in the dragnet of cybercrime,” he explained, mentioning the “element of randomness and opportunism” involved in cybercrime victim selection.
Last week, the BBC highlighted that Kido, a nursery business targeted by hacking groups identified as Shinekase, had its system compromised after “early access brokers” sold access to Kido’s system, a scenario common in cybercrime circles.
Data from the annual Cybersecurity Violation Survey is derived from over 30 higher education institutions, almost 300 secondary and elementary schools in the UK, and various universities. The survey defines a cyberattack as an “attempt” to breach a target IT system, which includes sending “phishing” emails designed to deceive recipients into disclosing sensitive information, such as passwords.
Phishing emails constitute the most prevalent type of attacks on universities and schools.
Ransomware attacks have become widely recognized forms of cybercrime in the UK, wherein attackers encrypt IT systems to steal data and demand Bitcoin payments for decryption and the return of data.
The West Lothian Council’s education network has encountered ransomware attacks this year, resulting in data being obtained from several schools, with recent attacks also reported at Newcastle University, Manchester University, and Wolverhampton University.
Lewis suggests that state schools might be more susceptible due to funding pressures and a lack of expertise, while universities also face risks because they contain thousands of young students who may not be cybersecurity-savvy, along with computer networks designed to facilitate academic collaboration.
Colleges appear to be a favored target, and higher education institutions are reportedly the most frequently affected, with three in ten experiencing violations or attacks weekly, according to government data. Nonetheless, the education sector may be more conscious of government initiatives on cybercrime prevention than businesses and charities.
Pepe Dilacio, general secretary of the British Schools Association and the Association of University Leaders, remarked that ransomware attacks pose a “major risk” and emphasized the ongoing efforts to safeguard systems and data.
James Bowen, assistant secretary at the National Association of Principals, welcomed additional government funding to assist school leaders in identifying and responding to cyber threats.
The Ministry of Education stated that the school’s support includes a dedicated team to handle cyber incidents and collaborate closely with the UK’s National Cybersecurity Centre to provide complimentary training for school staff. “We take cybersecurity in schools seriously and understand the significant disruption attacks can cause, and we offer a wide range of support to schools,” said a spokesperson.
Following backlash from the hack, Kido hackers have deleted data obtained from the company, including child profiles.
However, government data indicates that the education sector continues to be a target. Ministers are preparing schools, the NHS, and local councils to potentially pay ransoms under government proposals aimed at combating hackers. In the meantime, attacks continue.
France has implemented stricter rules on the use of mobile phones in middle schools, with students aged 11 to 15 required to keep their devices in lockers or pouches during school hours and can only access them again at the end of the day.
The Education Minister informed the Senate that the goal was for children to be completely separated from their phones throughout the school day in all French middle schools starting in September.
Elisabeth Borne stated, “Given the widespread concerns about the negative impact of screen time, this measure is crucial for the well-being and academic success of children in school.”
In 2018, a ban was imposed on mobile phone use for children in all middle schools in France – Colege. Phones must remain switched off in school bags and cannot be used anywhere on school premises, including during breaks.
Schools have reported positive outcomes such as increased social interactions, more physical activity, decreased bullying, and improved focus. However, some students still find ways to access their phones, such as sneaking into the restroom or watching videos during breaks.
The government is now requiring children to be completely separated from their devices for the entire school day, enforcing a “digital suspension.” Pilot schemes at around 100 middle schools over the past six months have shown that children have been willing to surrender their phones upon arrival.
Mobile devices are prohibited at elementary schools as well.
Borne informed the Senate, “Feedback from the trials has been overwhelmingly positive, with strong support from parents and teachers for enhancing the school environment.”
In response to concerns about costs and logistics from some unions, Borne stated that principals can choose the format for implementing the ban, such as lockers or pouches.
Referring to a recent study by the National Council of France, Borne mentioned, “Currently, young people spend an average of five hours a day on screens but only three hours a week reading books.”
Last year, a scientific report commissioned by French President Emmanuel Macron recommended that children should not use smartphones until age 13 and should not have access to social media platforms like Tiktok, Instagram, and Snapchat until age 18.
According to the report, children should not own phones before age 11 and should only have phones without internet access until age 13.
Macron expressed his support for measures to limit children’s screen time.
The largest education union in England called for a statutory ban on mobile phone use in schools, with a survey revealing that 99.8% of elementary schools and 90% of middle schools in Britain have implemented some form of ban.
Daisy Greenwell has long felt that the idea of letting her eldest son do something inevitable. But until early last year, when her daughter was eight, it filled her with fear. When she spoke to other parents, “Everyone said, ‘Yes, that’s a nightmare, but there’s no choice,'” recalls Greenwell, 41.
She decided to test it. My friend Claire Fergnou shared concerns about the impact of social media on the addictive quality of smartphones and mental health, so I created a WhatsApp group to help develop a strategy. Then Greenwell lives in Suffolk, a countryside in eastern England; I posted her thoughts on Instagram.
“If we could switch social norms like giving your child a smartphone at 11am in our school, our town, our country, we could do it, like giving your child a smartphone at 11am,” she wrote. “What if they could hold off until they were 14 or 16?” she added a link to the WhatsApp group.
The post has gone viral. Within 24 hours, the group was oversubscribed for parents to participate. Today, more than 124,000 parents of children in UK schools have signature A pact created by the free childhood of smartphones, a charity founded by Greenwell, her husband Joe Riley and Ferniev. “I will act in the best interests of my kids and our community and wait until I get my smartphone until the end of my ninth year.” (The ninth year is equivalent to the eighth graders in America.)
Movement aligns with a A broader change in British attitudesmounts of harm caused by smartphone addiction and algorithm-driven social media as evidence. 1 investigation Last year, the majority of respondents (69%) felt that social media had negatively affected children under the age of 15.
Meanwhile, with the police Intelligence Services We warned about extreme and violent content torrents reaching children online. This is a trend that was examined during adolescence of hit television shows, where school men are accused of murder after being exposed to online misogyny. It’s become British Most of them were seen Show, and on Monday, Prime Minister Kiel Starmer met. The creator and I told her I had seen it on Downing Street with my son and daughter. But he also said, “This is not a challenge politicians can simply legislate.”
asThe UK has everything at first glance, everything comes back to the class system. Verity Amersham, a scholar at Miss Mulligatawney’s School for Promising Girls, has been accused of kicking the hockey captain out the window, and the school’s horrifying principal is determined to banish her despite the most frivolous evidence. When Verity protests her innocence, Miss Mulligatawney remains unacceptable, speaking explicitly of her reasoning.
All injustice in it is a powerful driver and I guarantee that Matilda will set my goal of preventing Verity’s expulsion with fixed enthusiasm, as opposed to the hateful Miss Tranchibald. Like developer Inkle’s 2021 game overboard, they are given time limits for work inside and a handful of areas that travel between the library and the hospital room (aka the “SAN” where the school’s gross matrons lurk. Each area has characters to discuss and objects to find, and each action moves the clock forward. The game continues on a strict school timetable. For example, at 2pm, all students will be in the military to the library for Latin.
The idea is to solve who is where and plan your exploration accordingly. For example, you might want to sneak into Sun while Matron teaches the gym on the premises. The secret you reveal unlocks the new conversation line. This unlocks even more secret paths, and everything is locked with the ultimate goal of preventing Verity from being unjustified expulsion.
All the fraud in it is a powerful driver… exiled! Photo: Inkle
However, you cannot achieve that on your first attempt. The game is designed to be played multiple times, and each 30-minute run improves your character’s motivations and understanding of what’s going on in this strange school. I don’t ruin it here, but the plot goes to some fun and unexpected places, and the 1922 setting provides excuses to riff on the effects of the Empire, World War I, and of course the class system. And that system is really equipped for verity. He quickly discovers that the only way to fight back is to get nasty.
Cheeky and poisonous retorts unlock further dialogue. If you want to help verity not only to avoid boredom, but also to succeed in becoming a head girl, you will see her lying, stealing, and threatening. It also gives the feeling that Verity may be a somewhat unreliable narrator. She associates it with her father, so the story changes subtly with each story.
This helps to shake things up a bit, but inevitably the structure of the game will bring about some repetition as you perform many of the same actions each day. It takes a little patience to keep all the paths of investigation in your head. But it’s worth persevering to uncover all the intimate secrets of the school and enjoy more of the excellent writings of story director John Ingold.
It only took a few nights to reach the game’s ending Coker, and Verity’s arc is extremely pleased. Here, the public school system mainly serves as a way of creating inequality, normalizing bullying, and encouraging ruthlessness. The only way to succeed is to beat the asshole in your own game. What options do you have when your system is so rotten?
Advancements in technology are rapidly changing the educational landscape. Gone are the days of bulky projectors and computers, replaced by tablets, smartboards, and interactive apps.
As technology continues to evolve, the high-tech tools used in schools today will become outdated. With innovations like artificial intelligence, virtual reality, and wearable technology progressing, the future of education holds endless possibilities.
While it’s impossible to predict the exact future of education technology, some emerging technologies are poised to revolutionize the classroom.
Brain Computer Interface
Brain computer interfaces are becoming more compact and you can quickly find the path to wearable -credit: ethanehot
Brain-Computer Interface (BCI) technology may sound complex, but it has incredible applications. From helping individuals with speech impairments to controlling devices with brain waves, BCI is transforming accessibility.
These non-invasive devices convert brain signals into actionable commands, enhancing productivity and facilitating communication. In schools, BCI technology can help teachers monitor student engagement and emotional well-being.
Virtual Exchange Student
The virtual exchange system reduces costs and increases the number of students who can experience other cultures -Credit: Svetikd
Virtual exchange programs offer students the opportunity to connect with peers from different cultures, enhancing language skills and cultural understanding. These programs have become popular alternatives to traditional student exchange programs.
By leveraging technology, virtual exchange initiatives can provide immersive learning experiences and foster global perspectives in students.
Wearable Technology
Credit: 10’000 hours
Wearable devices like smartwatches and VR headsets are becoming essential tools in education. These devices can track student progress, enhance physical education activities, and provide immersive learning experiences.
Interactive Holograph
Interactive holograms allow you to have an interactive learning experience at school -Credit: Matbird
Interactive holograms are no longer science fiction, thanks to advancements in holographic technology and interactive devices. These holograms offer immersive learning experiences, allowing students to interact with 3D images in real-time.
Hello. Welcome to TechScape. I’m Blake Montgomery, technology news editor at Guardian US.
I’m taking over TechScape from Alex Hern. In this newsletter I would like to introduce myself and my ideas.
Blake Montgomery, new TechScape writer. Photo: The Guardian
A little about me: I started working for the Guardian the day Sam Bankman-Freed went to trial. My first break from my new job coincided with the shock firing of Sam Altman at OpenAI. A story I often tell at parties is how I was arrested and jailed while reporting. deadly testicular injection.
New newsletter: TechScape immerses you in the influence of politics, culture, and technology. We analyze the importance of the week’s most important technology news, explore odd niches, stay up to date with Guardian coverage, and give you helpful tips from time to time. My version of TechScape is a newsletter about technology and the people who make it. Technology, both as a product and as an industry, is the biggest driver of change in our time. It intersects every aspect of our lives and changes our daily behavior. Think of TechScape as your guide to the future and future present.
Thank you for your participation.
This week on iPhone
Yu-Gi-Oh! There’s a lot to explore in Master Duel. Photo: Matt Cardy/Getty Images
Average usage time per day: 6 hours 2 minutes.
Most used apps: Yu-Gi-Oh! master duel. I just downloaded this app last week and it stirs up some nostalgia in me. teenage trading card era for better or for worse. Quite a lot of things in the game have changed since then, so there’s a lot of digital territory to explore.
Silicon Valley’s elite schools are testing temporary bans on technology
There is a popular opinion that mobile phones are bad for everyone, especially children. Photo: The Guardian
Leaders in the United States, United Kingdom and Europe are debating whether students should have cellphones in their hands during class. A growing number of people in power, from presidents to school superintendents, think they shouldn’t do that.
California’s governor last week signed a bill requiring schools to reduce screen time for students, and the Los Angeles School District, the second largest in the United States, passed a ban on public high school phones on campus starting in 2025. The UK is not making this decision piecemeal. Similar to the US, ministers announced plans in February to ban phones in schools across the country. Hungary now requires schools to collect students’ devices at the start of the school day. France is in the midst of trialing a ban on the use of phones for students under 15. The Netherlands has banned the use of phones in schools from January 1, 2024.
Consensus is growing. Taking up arms against screen time is a popular stance among both conservatives and progressives. There is a popular opinion that phones are bad for everyone, especially children. One of the problems is that it is a universally acknowledged fact that everyone living in our time must have a smartphone. How can we prepare students to balance the two competing needs of screen time and screen-free time?
Will going tech-free help students learn better in school? Photo: The Guardian
An elite school in the heart of Silicon Valley is asking students to put down their devices and rethink their relationship with technology. The $62,400-a-year, private school for girls at Castile School in Palo Alto, Calif., has banned cell phones in classrooms since middle school principal Laura Zappas can remember. Also smart watches. The school has 185 students in grades 6, 7, and 8, aged 11 to 14.
Zappas instituted a completely technology-free week last school year, requiring all Castillaja students to lock their devices, including smartphones, smartwatches, tablets, and school-issued laptops, at the start of the school day for one week in March. The girls took notes, filled out all assignments on paper, and recorded data from their science experiments in graph journals. They wrote down the homework they needed to complete on paper planners that Zappas personally distributed. They complained of cramps because they handwritten more lines in a day than any other grade.
“We found that students with laptops had several screens open at the same time,” Zappas said. “They may be texting or playing games instead of taking notes. Or, a student’s urge to start class may be replaced by waiting for instructions from the teacher or what they are doing. Instead, I wanted to open my laptop as soon as I entered the classroom. I was always drawn to my laptop.”
The initiative, simply named “Tech Free Week,” served to reset digital-first educational practices during the pandemic, Zappas said. “I think before coronavirus, we were using a combination of paper and technology. And I think my own education has changed pretty dramatically with coronavirus, with all assignments now having to be submitted electronically. And since COVID-19, it has become our daily life.”
What does Unplugged look like as a way for students and teachers to think more deeply about our relationship with technology?
Administrators described Tech Free Week as a pause for rethinking. How can we participate as a community without screens?”
A recent study from Tech-Free Week found that 42% of students improved their ability to concentrate after returning to paper and pen. Photo: The Guardian
The results were positive, with 42% of students saying they were able to concentrate better in class and were less distracted during schoolwork, according to a survey conducted by the school. Almost three-quarters of teachers asked Zappas to repeat the effort. She is in discussions with administrators at the 9th- through 12th-grade high school to implement a technology-free week for older students.
Zappas emphasized that advance notice and careful preparation made Technology Free Week possible. She notified school teachers of the initiative four months in advance and pitched it to parents six weeks in advance. She asked both teachers and parents to consider how they can build healthy relationships. That a week without technology required so much planning shows that devices can be an inseparable part of modern life, even for 11-year-old students.
We have a French teacher and we gave them all the dictionaries and she said they had never seen a French dictionary before.
“We have a French teacher and we gave them all the dictionaries and she said they had never seen a French dictionary before,” Zappas said. “And it took a long time for them to figure out, ‘Okay, what’s the right word that I want to use here?’ How do I find that?”
A collective of schools in London has made the decision to prohibit the use of smartphones, reflecting a growing concern about the reliance on mobile devices among children.
The heads of 17 out of 20 state secondary schools in Southwark, south London, have united to discourage students from using smartphones outside of school premises in an effort to address the negative impacts of excessive smartphone use.
Additionally, three other public schools in the area are working towards implementing the same policy.
The schools aim to educate families and students about the various harmful consequences associated with smartphone and social media use in young individuals. These include mental health issues, addiction to screen time, disruptions to sleep and concentration, exposure to inappropriate content, as well as an increased risk of theft and robbery.
Mike Baxter, principal at City of London Academy, stated, “We have witnessed firsthand the detrimental effects of smartphones and social media on the health and education of children. The negative behaviors often manifested outside of school hours but were subsequently revealed within the school environment.”
The schools have collectively agreed to confiscate cellphones if used during class. Traditional phones without Wi-Fi access may be quickly returned, while smartphones may only be retrieved after a week or upon personal collection by a parent.
The new measures will impact over 13,000 young individuals in one of London’s top-performing boroughs. The policy applies to students in years 7 to 9 across all secondary schools, with some schools adopting a comprehensive approach.
Furthermore, a group of secondary school principals are collaborating with primary school leaders in Southwark to establish a borough-wide initiative.
Jessica West, principal at Ark Walworth Academy, emphasized that the inaction of phone companies compelled schools to take action to ensure the well-being of children. They aim to guide families and children in making healthy choices regarding smartphone usage.
Recent reports indicate a significant rise in screen time among young children and teenagers, with screen time among children increasing by 52% between 2020 and 2022, according to the UK House of Commons Education Committee.
Approximately 25% of children and adolescents are reported to use smartphones in a manner consistent with behavioral addiction, as per the findings of the report.
The collaborative effort has been praised by Daisy Greenwell, co-founder of A childhood without smartphones (SFC), who stated, “This united action by a headteacher in south London is groundbreaking and truly impactful. It is unprecedented for secondary schools to collectively address this issue. Commendably, this could potentially alter the lives of a generation of children in south London who are at risk of developing mental health challenges due to early smartphone usage.”
Concerns regarding smartphones and children are escalating rapidly, with SFC expanding its reach to other countries such as the US, UAE, South Africa, Australia, New Zealand, Switzerland, and Portugal.
In the UK, an increasing number of parents are committing to delaying the provision of smartphones to their children until they reach the age of 14. Bristol is a prime example, where 80 schools have established SFC groups and over 1,000 parents have pledged their support.
Greenwell expressed excitement about the organic growth of this movement among schools, principals, and parents, indicating that this long-awaited conversation is finally gaining traction.
Ministers have confirmed plans to ban the use of mobile phones in English schools and have published guidance for headteachers, which some unions believe includes practices that are already widely adopted.
One headteacher welcomed the Department for Education’s (DfE) plan, saying it would help give schools the confidence to make changes that would benefit pupils, even if it may be met with opposition from parents.
This non-statutory guidance offers schools a range of potential ways to enforce the ban, from leaving cell phones at home to storing them in inaccessible lockers, and aims to address the distraction and concerns about potential bullying and social pressures caused by the prevalence of smartphones in schools.
Education Secretary Gillian Keegan stated that the guidance aims to “empower” schools that do not currently ban phones and to “provide clarity and consistency.” The guidance emphasizes the importance of schools being places for learning, interaction, and friendship rather than the constant use of cell phones.
There are also concerns about children’s access to harmful content on phones, leading to calls for technology companies and mobile phone manufacturers to take action.
…
The 13-page DfE guidance states that telephone policies should be clearly communicated to students and explain the reasons behind them, while also involving parents in the ban.
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Geoff Barton, general secretary of the Association of School and College Leaders, expressed concerns about the amount of time some children spend on their phones and stated that the new guidance is not impactful, as most schools already have policies in place to address mobile phone use.
Chairman of two schools in Essex, Vic Goddard, mentioned that Passmores Academy had introduced a total phone ban, which was well-received by both parents and students, and that this guidance will be helpful for schools to address potential conflicts with parents.
The Government has approved a donation of £6 million from Sir James Dyson to fund the expansion of a local state primary school, Malmesbury Anglican Primary School in Wiltshire, near Dyson’s research and development campus, despite concerns about the potential impact on nearby schools.
Education Secretary Gillian Keegan announced the approval on Monday, revealing that the donation will fund a ‘first class’ Science, Technology, Engineering, Arts and Mathematics (STEM) center, additional classrooms, and space for 210 more pupils, with an opening date in September 2027, subject to planning permission by Wiltshire Council, bringing the total capacity to 630 students.
The James Dyson Foundation, which is responsible for the donation, has not officially welcomed the approval and is considering the details of the decision carefully.
In a letter to the Times last year, Mr Dyson expressed his disappointment with his charity’s donations being blocked and described the difficulty of getting things done in the UK.
This claim was denied by Downing Street, but local opposition from Laura Mays, Wiltshire Council’s cabinet member for children’s services, suggested that there is already enough space in three local schools to meet demand.
Reports indicate that many employees at Dyson’s UK headquarters in Malmesbury would like to send their children to the school, but the current size does not accommodate this.
Education Secretary Gillian Keegan expressed her appreciation for the generous donation from the Dyson Foundation, emphasizing the support it will provide for local students and the development of future scientists and engineers.
Malmesbury Primary School’s headteacher, Steve Heal, expressed gratitude for the foundation’s support, highlighting the long journey to reach this point and the innovative curriculum created in collaboration with Dyson.
Laura Mays, following the government’s announcement, emphasized the importance of providing opportunities for all students and assured that the council will work with all parties involved to ensure the best outcome for all students.
Former education secretary Kenneth Baker supported Dyson’s efforts and questioned the government’s decision to reject the proposal, suggesting that it could discourage other industries and entrepreneurs from investing in technical education in schools.
WWhen the weather is nice, Buxton Boarding School moves lunch outside. Students, faculty, staff, and guests grab food from the kitchen and eat together under a white tent overlooking the Berkshire Mountains of western Massachusetts.
As the end of the school year approached last June, conversation turned to final assignments (English class was finishing Moby Dick) and year-end fun (a trip to the local lake was planned). Ta. It was, in most ways, a typical teenage afternoon. However, no one was using a cell phone.
Buxton was completing the first year of a simple but novel experiment: banning cell phone use on campus. Or rather, a smartphone.
Instead, the school will require everyone on campus, including staff, to light phone, that is, a “dumb” phone with limited functionality. The device can make calls and send texts (slowly), but it cannot load modern applications. Instead, it comes with intentionally cumbersome versions of the Music and Maps apps. They are about the size of a deck of playing cards and have black and white screens.
One student said: “It's like the devil's baby of the iPad and Kindle.”
But most people agree that schools are better off with these infernal devices. (Yes, that includes students.) There are fewer interruptions during classes, more meaningful interactions on campus, and less time spent on screens.
“We've found a pretty good way to deal with this problem,” said Scott Hunter, who teaches English and music, about smartphones. Buxton senior Bea Sass added: “I think people are a lot more social.”
FFor many teachers, students' cell phone use is frustrating. “That's every class, every time period,” said Mark McLaughlin, a math teacher at Near Car Knee High School in Oregon. “The worst part of my job is being the cellphone police.”
Educators across the country report fighting a near-constant battle with their phones.school districts in virginia The survey found that about a third of teachers asked students to put away their phones five to 10 times during class, and 14.7% did so more than 20 times during class. .
When I was in junior high school in Canada investigated According to staff, 75% of respondents believe that mobile phones have a negative impact on students' physical and mental health. Nearly two-thirds believed the device was also having a negative impact on their academic performance.
“This is a big problem,” said Arnold Glass, a psychology professor at Rutgers University. Researched the impact of mobile phones on student grades. “If they are allowed to look at their cell phones during class, they will drop half to the entire grade.”
Ian Tomonblak, a career guidance counselor at Lamoille Union High School in northern Vermont, is also faced with the proliferation of cell phones at his school. “There are kids who get Snapchats or text messages during the day and it just ruins their whole day,” he says. Another problem he sees is students using their cell phones to coordinate trips to collective restrooms in order to hang out during class. “I feel like it distracts me from learning on an academic level.”
Lunch time at Buxton School.
When I told Tromblak about Buxton's experiment, he was intrigued. He noted that one of the things this would address is the argument from students that they need a phone to contact their parents. And teenagers often adapt to new parameters relatively quickly, he said. He remembers learning at the last minute on a field trip with his students that not everyone was allowed to use cell phones. At first, the news was apocalyptic.
“They were very upset. They didn't know how to handle themselves. It was really tense,” Tromblak said, recalling the drama. However, during the trip, the kids almost forgot about their cell phones, and at one point they took it upon themselves to police a girl who secretly tried to call the source of the rope.
“At the end of the first day, we were sitting around the campfire and they were saying, 'I haven't thought about my phone all day,'” Tomblak said. “It was really cool.”
TTo some extent, Buxton experienced a similar progression through stages of panic, grief, and ultimately some acceptance. “When it was announced, I was almost sick,” then-senior Max Weeks said. And while he's still not happy about the switch to Litephone, saying it was a “unilateral” decision, he said overall it was “not as bad as I expected.”
It's an open secret that students still sneak cell phones into their rooms on campus, and some are testing the limits more than others. “People get pretty temperamental and get caught,” said Yamaira Marks, also a senior at Buxton. But smartphones are generally difficult to find on campus.
That includes staff. The school's principal, Peter Beck, said he ditched his iPhone for a Litephone and installed his old GPS system in his car for when he needed to go out into the world. He is thrilled with how his first year went.
Because Buxton uses a narrative evaluation system, it is difficult to determine how the new phone policy is impacting academic performance. But culturally, Beck says, the movement has often led to changes in small but cumulatively meaningful ways.
“People are crazy about the lounge. They stay after class and chat,” says Beck, who estimates they are now having more conversations than ever before at school. “The frequency of all these face-to-face interactions is orders of magnitude higher.”
Snap announced Wednesday that it is partnering with edtech company Inspirit to bring augmented reality to classrooms to help students better understand STEM lessons. The two companies are working together to create 25 AR lenses and his STEM curriculum that will be used by at least 50 people across the U.S. next year.
One of the AR lenses is designed to help students find the volume of a cylinder, and the other is designed to help users tap on a bubble to select the appropriate volume to pop it. Masu.
Image credits: snap
Snap says that since the pilot program began, 85% of students said AR helped them improve their memory and memory retention. The company also found that AR lessons increased his engagement by nearly 50%, and that 92% of his students found his AR content easy to understand.
“By incorporating custom-built lenses into an easy-to-use mobile application using a camera kit, Inspirit has designed an innovative curriculum that combines Snap’s AR technology with comprehensive learning guides to help teachers create dynamic learning. “We’ve empowered students to achieve their best, regardless of grade. They can learn in the classroom or at home,” the company said in a blog post. “This curriculum is designed to stimulate participation in class, increase confidence levels, and increase students’ sense of self-efficacy.”
Snap’s push into AR for education comes a month after the company shut down its AR Enterprise Services division less than a year after it launched. The initiative, announced in March, gives brands access to tools that allow him to perform AR try-on features, a 3D viewer to see products from multiple angles, fit and sizing recommendation technology, an enterprise manager, and more. became. their digital assets. The company said that ramping up its efforts would require “significant” investments and that it could not continue to fund the efforts.
Despite Snap’s declining revenue, the company’s stock rose nearly 12% yesterday. report revealed Snap Inc. could report better-than-expected results next year, according to an internal memo. The note reveals that Snap could reach more than 475 million daily active users in 2024, up from analysts’ prediction of 448 million, according to a report by It is said that it exceeds that. The Verge.
Snap is scheduled to announce its third quarter 2023 financial results on October 24th.
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