Following the release of its latest Global Education Monitoring Report, UNESCO is calling on countries to be part of a global ban on the use of smartphones in schools. We briefly examine the report, and share our thoughts on the proposed ban.

 

On 26 July, the United Educational, Cultural and Scientific Organisation (UNESCO) released its latest Global Education Monitoring Report (GEMR) entitled, Technology in education: a tool on whose terms? The report offers comprehensive insights into technology in education and draws several inferences and conclusions that it is hoped that policymakers consider. One of the views from the report that has been receiving considerable visibility and debate is a recommendation to ban smartphones in schools, which UNESCO is advocating that more countries adopt, and was the impetus for this article.

However, before we tackle that subject and share our own views, let us explore some of the other highlights and findings of this 400-plus-page report.

 

Key messages of the report and some quick thoughts

Early in the report, its key messages are summarised. We outline the main points raised and share our thoughts (UT).

GEMR:  Good, impartial evidence on the impact of education technology is in short supply. The report positions that due to the fact that technology is evolving faster than we can evaluate it, there is little robust evidence on digital technology’s added value in education. Further much of the evidence comes from those selling education technology produced.

UT:  The lack of authoritative evidence on the impact of education technology is initially surprising, since increasingly, countries have been focussing and committing considerable resources to digital education. However, it is indeed true that technology evolves quickly, which makes it challenging to conduct a thorough and robust assessment, in which variables are not stable enough over an extended period of time.

GEMR:  Technology offers an education lifeline for millions but excludes many more. Technology has opened up opportunities for learners with disabilities, and radio, television and mobile phones have become important channels that facilitate education, especially among remote populations. Further, during the COVID-19 pandemic when schools were closed, the use of distance and remote education modalities filled in that gap. At the same time, between one-third to three-quarters of students depending on the country were not connected.

UT:  We do not have a difficulty with the views shared, and do acknowledge that a lot of students fell between the cracks, and are unlikely to fully recover from the loss of access to their education during the early stages of the pandemic.

GEMR:  Some education technology can improve some types of learning in some contexts. It was acknowledged that digital technology has dramatically increased access to teaching and learning resources, and has had positive effects on some types of learning. But the focus should be on learning outcomes, not on digital inputs, and they need not be advanced to be effective.

UT:  We do agree with these views, particularly with regard to focussing on learning outcomes and not the technology or tools that are being used, and that sophisticated tools do not guarantee effectiveness. Also, more does not always mean better.

GEMR:  The fast pace of change in technology is putting strain on education systems to adapt. Increasingly, countries want to prioritise digital skills development, but teachers feel underprepared to teach with technology and inadequate time is allocated for students to develop those skills.

UT:  The under-preparedness of teachers to teach with technology was an issue that became very evident during the pandemic when distance learning modalities had to be implemented. Now that schools have re-opened and in-person attendance has resumed, there may be little incentive to improve teachers’ skills to teach with technology. Further, with schools connectivity still being a challenge worldwide, and more so having digital access in the classrooms, it should not be surprising that students have little has-on time to develop their digital skills.

GEMR:  Online content has grown without enough regulation of quality control or diversity. Much of the online content is produced in Europe and North America and is in English, which arguably is not inclusive, especially to learners in developing countries and to non-English speakers.

UT:  The issue of quality control is one that needs closer examination, especially in our content creation-driven environment where misinformation and disinformation are also prevalent. Also, quality content creation is expensive both in time and resources, so countries need to be prepared to invest in quality content relevant to their needs to increase diversity and inclusiveness.

GEMR:  Technology is often bought to plug a gap, with no view to the long-term costs… The gap to achieving basic digital learning is wider in developing or lower-income countries than in developed or higher-income countries, and correspondingly, the associated cost to bridge that gap is considerably more in the former than in the latter.  Additionally, with regard to children, there is a high risk of children’s data being exposed, since few countries (16%) explicitly guarantee data privacy in education by law.

UT:  Although integrating technology in education and in the classroom is important, sadly, many policymakers do not consider the long-term implications, and so may not be as proactive as they should be.

 

So what about the smartphone ban?

The topic of banning smartphones in schools emerged during the report’s discussion on governance and regulation. One of the overarching points made was that “Children’s privacy, safety and well-being are at risk due to lack of oversight of the education technology industry”. It was also noted that the privacy and online safety of children were not as regulated as they should be, and although increasingly countries are establishing data protection frameworks, the focus tends to be in the commercial and corporate spheres. In education, children’s rights are not protected in the majority of countries.

Further, there have been concerns about the increased exposure of children to screens and technology and the impact on their well-being, with very few countries providing any regulations or guidelines on this matter. Additionally, the report highlighted that less than a quarter of countries have laws or policies banning the use of telephones in school.

 

Our take

The observations made and the concerns expressed are legitimate and tend to arise from the limited governance and regulation that have been put in place in most countries. However, a considerable portion of the report highlights the benefits that have been realised when schools are able to leverage technology and students have access, such as during the COVID-19 pandemic and to facilitate the inclusion of those who are differently abled.

Further, we must acknowledge in this digital age, that today’s children are likely to be at a severe disadvantage if they have not developed the requisite digital skills and experience that will allow them to comfortably use current and emerging technologies. Additionally, in developing countries, in particular, governments and schools are unable to provide all students with access to suitable digital devices, and may rely on students having and using their own devices in the classroom, which at the very least is likely to be a smartphone. Hence banning smartphones in schools could also limit the extent to which students can use education technology and engage in digital learning, with the attendant benefits the report has highlighted.

Having said this, if the focus of the ban is the use of smartphones outside of the classroom, or specifically when not being used for teaching and learning, that bar may be more palatable, cognisant of the concerns about prolonged exposure to technology on children’s wellbeing and their overall development.  

 

In summary, the report seems to highlight the need for a more considered approach to education technology. Countries have trying to keep up with how technology has been evolving, but there are some significant gaps in the governance frameworks they should have in place. There may thus be greater urgency for countries to more holistically examine the guidelines, rules and regulations that ought to be established than just focusing on one issue – banning smartphones in schools.

 

 

Image credit:  RDNE Stock project (Pexels)