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Delhi10:18 AM | 27th April 2024
Connecting Communities, One Page at a Time.
Banning mobile phones in schools has potential benefits
In today’s digital era, the discourse on use of mobile phones by students gains momentum. While these devices offer unmatched connectivity and knowledge access, their presence in schools sparks essential concerns. Recently, Delhi barred phones for both students and teachers, even in playgrounds. Should mobile phones be banned? As India aims for holistic education, Education Post’s Prabhav Anand explores the pros, cons and pathways of this decision.
In an era dominated by digital technology, the debate surrounding the use of mobile phones by school students has grown louder and more fervent. While these devices offer access to information and connectivity like never before, their presence within the school environment raises many important concerns.
In a recent move, the Delhi government banned the use of mobile in schools, not only for students but for teachers as well. The Department of Education clearly states that there will not be the use of any mobile phones on the school premises, not even in the playgrounds and laboratories.
Another perspective highlights the potential social implications of mobile phone usage. The desire to own the latest and most stylish devices could inadvertently exacerbate economic disparities among students, inadvertently fostering feelings of exclusion or inadequacy. Moreover, the concern about mobile phones being utilized for cheating underscores the need for maintaining a secure and ethical academic atmosphere.
“There should not be any kind of allowance to use mobile phones in schools for students, as they don’t require mobiles that much. After all, for their basic education, we do all as much as we can,” says Prashant Mishra, a teacher at the Government High School in Jamshedpur. He adds, “If required, the students, only for study purposes, can use mobiles but the maximum duration to use mobiles should be limited to no more than one hour.”
“Parents should check their children’s activity about the things their kids are watching and what are they using mobiles for? This negligence by parents is the main reason students get addicted to mobile phones for all the wrong reasons,” he says.
Komal Kumari, a student, agrees. “The allowance of phones within the school premises should be reconsidered due to the high likelihood of distractions among most students.”
Komal herself spends approximately four hours on her phone daily, with YouTube being her primary choice due to its combination of entertaining and educational content. But she emphasizes the importance of schools imparting knowledge about the impacts of technology, suggesting that proper guidance and classes would enable students to make informed decisions regarding their device usage.
“While we allow students to bring mobile phones to school, we also take care that no student misuses them. Parents request us to let their children carry mobile phones so that they can track them while leaving school or for emergency situations,” says Santosh Kumar, a high school teacher at Bihar’s St Xavier’s school.
“Students are fond of entertainment but it’s the duty of a parent to take care at home what their kids are watching?”
Teachers find themselves caught in a complex situation regarding the ban on mobile phones in schools. On one hand, they support the ban as it curbs classroom distractions caused by students’ mobile phone use. Prior to the ban, students often indulged in games and texting during class hours, disrupting the learning environment. Teachers believe that the ban will have a positive impact.
However, enforcing the ban poses some serious challenges. While teachers advise students against bringing phones, daily checks on belongings are impractical. Teachers resort to confiscating phones based on complaints or visual evidence. They emphasize that parents play a crucial role in ensuring their children comply with the ban, making them key stakeholders in its success.
Awareness about the ban is raised through classroom discussions and notices, reaching both students and parents during Parent-Teacher Association (PTA) meetings. Schools collaborate with organizations like ‘Childline’ to educate students about the dangers of misusing mobile phones, appointing ambassadors for this purpose.
Support from peers makes it difficult to catch violators, raising concerns about effective implementation. Confiscated phones are returned only when parents are involved, reinforcing accountability. Teachers also note that parents can inquire about their children through the school office, rather than undermining the mobile phone ban. This dilemma highlights the intricate web of challenges teachers navigate while ensuring a distraction-free learning environment.
Interestingly, India is not alone in implementing this initiative. Countries like the Netherlands, Finland, and Germany have also introduced mobile phone bans in their schools. This global trend underscores the ongoing debate about balancing technology’s benefits and distractions in the educational landscape.
Banning mobile phones in schools has potential benefits. Firstly, it enhances academic focus as students are freed from social media and gaming distractions, allowing them to engage more in lessons. Secondly, banning phones can reduce cyberbullying and peer pressure, fostering a safer learning environment. Thirdly, it promotes physical and mental health by curbing excessive screen time, encouraging face-to-face interaction, and prioritizing well-being. Lastly, a ban ensures equality by leveling the playing field among students, avoiding disparities due to smartphone ownership and material possessions. However, the decision also requires careful consideration of challenges like emergency communication, access to educational resources, and parental concerns. Balancing the advantages and drawbacks will pave the way for an effective and holistic learning environment.
The ban on mobile phones in schools gives rise to a multifaceted situation, marked by both advantages and challenges. While it holds the potential to enhance academic focus and reduce distractions, valid concerns come to the forefront. Mobile phones act as crucial tools for emergency communication, provide access to valuable educational resources, and offer parents.
a means of reassurance. However, the ban may trigger worries among parents who rely on phones to stay connected during school hours. Furthermore, implementing such a ban requires meticulous planning, addressing the intricacies of transitioning, and managing potential resistance from students, parents, and educators. To gain a comprehensive understanding of this issue, it’s imperative to delve deeper into the array of diverse perspectives that contribute to this ongoing debate.
Recent data shows that mobile phone usage among students in India has become an important aspect of their daily lives. On average, students spend approximately four to six hours per day on their mobile phones. This considerable screen time is attributed to various activities such as social media engagement, entertainment consumption, and educational purposes.
In terms of device ownership, the majority of students in India possess smartphones, which offer a wide range of functionalities beyond traditional calling and texting. According to a survey conducted among school and college students, around 85% of students own smartphones. These devices grant them access to the internet, educational apps, and interactive content.
However, it’s worth noting that a small segment of students still relies on feature phones. Approximately 15% of students opt for feature phones, which offer limited internet access and fewer advanced capabilities compared to smartphones. These feature phones often serve as communication tools without the distractions associated with smartphones.
In the end, the debate surrounding the ban on mobile phones in schools underscores the complexity of the issue. Both supporters and opponents of the ban bring forth valid concerns and considerations, ranging from academic engagement and digital literacy to parental communication and technological integration. As schools worldwide grapple with the decision, it’s crucial to approach the issue with an open mind, taking into account the diverse perspectives and potential impacts on students’ holistic development. In this digital era, where technology is becoming increasingly integrated into every aspect of our lives, finding a middle ground that respects both the benefits and challenges of mobile phone usage in schools remains a crucial endeavor.
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