The Columbus School confronts the dilemma of blending technology and focused learning. The contentious cell phone policy mandates students to stow phones during class, seen as minimizing distractions by adults but contested by students advocating responsible academic use.
“I think it is very important that the students are separated from their cell phones for the majority of class time as they are too much of a distraction. I sometimes allow cellphones in class but only when they are being used for a lab activity, for taking pictures or using the stopwatch,” Bill Beauchamp, Grade 11 physics and AP biology teacher, states.
From the teachers’ standpoint, the no-phones-during-class policy is seen as an essential tool in fostering a focused learning environment. Educators argue that mobile devices can be significant distractions, diverting students’ attention away from lessons and hindering classroom engagement. By having students place their phones in designated holders on the classroom walls, teachers hope to create an atmosphere conducive to learning and limit disruptions.
“It is a myth that people can multitask, so if they are being distracted by their cell phones then they are not paying attention to the lesson or not participating,” Beauchamp says.
Proponents of the policy argue that it helps students develop crucial time management skills. By detaching from their phones during class, students can concentrate on the subject matter at hand, potentially improving academic performance and overall understanding of the material.
“Although it is true that the cell phone is a tool, it is also a distracting factor that can be used at appropriate times and places,” TCS, Grade 11 parents Astrid and Santiago said.
Many parents align with teachers in supporting the no-phones-during-class policy, emphasizing the importance of minimizing potential distractions. Concerns about their children falling behind academically due to excessive phone use in the classroom drive parental support for these policies.
“The policy is egalitarian for the entire student population and facilitates student concentration and encourages respect for time and space,” Astrid and Santiago expressed.
Parents appreciate the peace of mind that comes with knowing their children are not engaging in non-academic activities during class time. The cellphone holders provide a sense of control and assurance, allowing parents to trust that their children are focused on learning without the allure of social media or other distractions.
“The cell phone police, although it allows teachers to have our phones away from us during the entire lesson, I think that, if managed correctly, phones could be a great tool without it being a distraction. We can control ourselves from going into Instagram or TikTok, but we must learn to respect the classroom environment. Instead of taking our phones away, we should be taught to use our cell phones properly, the policy is not going to be in our lives forever,” Juanita López, Grade 11 student says.
Conversely, students express frustration with the seemingly stringent cell phone policies, arguing that they are capable of responsibly managing their devices without compromising their academic focus. Many students believe that the blanket ban on phone usage disregards the potential educational benefits that these devices can offer.
“We are living in an era where technology needs to be implemented into our daily lives. I think that the cell phone policy demonetized cell phones when we should learn about their proper usage and take advantage of all its positive aspects,” López adds.
Students argue that mobile phones can be valuable tools for research, note-taking, and collaboration. They advocate for a more nuanced approach, where responsible cell phone use is permitted during specific academic activities. Some students propose designated times for phone usage, allowing them to harness the positive aspects of technology without disrupting the classroom environment.
The debate surrounding cell phone policies in schools reflects the ongoing struggle to strike a balance between harnessing the benefits of technology and maintaining a focused learning environment. While teachers and parents argue in favor of stringent policies, students advocate for more flexibility, asserting their ability to use technology responsibly. Finding a middle ground that acknowledges the educational potential of mobile devices while addressing concerns about distractions is crucial.
Open communication between stakeholders, teachers, parents, and students can lead to the development of policies that foster a positive learning environment while harnessing the educational advantages offered by modern technology.
Ultimately, the key lies in recognizing and respecting the diverse perspectives and needs of all those involved in the educational process. “Let’s bridge the gap between focus and connectivity, education is about empowerment, not restriction,” López states.
