Smartphones have become an integral part of our daily lives, but their presence in schools has sparked a debate on whether they should be allowed in classrooms. A recent report by the United Nations Educational, Scientific and Cultural Organization (UNESCO) has recommended banning smartphones from schools to tackle classroom disruption, improve learning outcomes, and protect children from cyberbullying.
According to UNESCO, excessive use of mobile phones has been linked to reduced educational performance and negative effects on children’s emotional stability. The report emphasizes the importance of prioritizing a „human-centered vision“ of education, where digital technology should complement face-to-face interaction with teachers, rather than replace it.
UNESCO warns against blindly embracing digital technology in education, highlighting that not all technological advancements necessarily lead to progress. The report cautions policymakers to consider the social dimension of education, emphasizing the value of in-person teaching and interaction between students and teachers.
Audrey Azoulay, the director general of UNESCO, stresses the need for digital technology to enhance learning experiences and support the well-being of students and teachers. She emphasizes that online connections should not be a substitute for human interaction, and that the needs of learners should always come first.
The report also raises concerns about the unequal distribution of benefits from digital technology in education, with many poorer individuals around the world being effectively excluded. It points out that the costs of establishing a digital educational infrastructure are high, and the environmental impact is often underestimated.
UNESCO highlights the lack of robust research demonstrating the inherent value of digital technology in education, noting that much of the evidence is funded by private education companies seeking to sell digital learning products. The report warns against the growing influence of these companies on education policy worldwide, calling it a cause for concern.
While online learning played a crucial role during the COVID-19 pandemic when schools and universities were closed, UNESCO acknowledges that millions of poorer students without internet access were left behind. The report underscores the importance of ensuring that digital technology in education is beneficial and avoids harm, both to individual students‘ health and to broader societal issues such as democracy and human rights.
In conclusion, the UNESCO report serves as a reminder that while digital technology holds immense potential for education, its use must be carefully regulated to ensure positive outcomes and avoid negative consequences. By prioritizing the well-being of students and teachers, and maintaining a human-centered approach to education, policymakers can create a more inclusive and effective learning environment for all.