Publish at September 04 2023 Updated September 04 2023
The issue of technology in the classroom has always been a matter of debate. Many teachers and legislators didn't see the point of using computers or mobile devices during class time. It took examples from fellow teachers and extensive marketing from technology companies to encourage teachers to adopt them in their teaching.
The covid-19 crisis from 2020 to 2022 was a key moment for promoting digital tools as a way of continuing schooling despite confinement. After a period in which distance learning was an essential pillar, it seems that the debate on technology in the classroom is over. And yet, in July 2023, UNESCO published a 418-page report throwing a spanner in the works: who really benefits from technology in education, and wouldn't it be better to unplug the kids for a while?
Indeed, the Global Monitoring Report on Education seems to unequivocally put the kibosh on the use of mobile devices and computers in schools around the world. Some might see this as a retreat from progress in education, a conservative move by the UN's learning arm. However, one only has to read the chapter summaries to understand that the thinking is far more nuanced, and focuses on observations in many educational settings around the world.
The authors do not deny that technological resources can bring added value to teaching. Graphic, musical, textual, video and other editing tools help to develop creativity. Learning to program is becoming an increasingly important foundation for the years to come. However, the report points out that the problem lies in the fact that much of this software and resources is not offered under an open license. This means that establishments with weaker finances cannot afford the same tools as others.
This lack of accessibility was also felt during the health crisis. It's true that a significant proportion of students were able to continue their schooling with the family computer and e-learning. Meanwhile, we forgot that 500 million children did not have access to this same pedagogical approach, and were therefore left behind, as many countries relied solely on digital technology for their education. Fortunately, some nations have also focused on television and radio to pass on knowledge to young people.
In addition, the authors raise the ethical issue of the proliferation of mobile devices such as telephones among minors. Minors are already sharing their data with computer giants, since applications don't care whether the user is over or under the age of majority. They also noted that phones were unfortunately contributing to an increase in cyberbullying. It's easy to continue sending insults to another classmate via messaging service, even during school hours, without the teacher knowing anything about it. Which reminds us that these devices have an unfortunate tendency to create distractions that hinder students' concentration and learning.
It didn't take this UNESCO report to prompt a ban on cell phones during school hours in some countries. For example, many regions in Asia have done so, and France legislated on the issue in 2018. However, this document, along with a mass call from the teaching profession for a ban on cellular devices, has caused various nations to react. The Netherlands will ban connected phones and watches from January 2024. The Quebec government announced in August 2023 that it would soon ban them. New Zealand is also looking into the matter.
Some point out, however, that the report makes no mention of banning, and that this would run counter to the need for students to learn about the risks and opportunities of new technologies. For these people, such legislation is easy to put in place, but would not get to the heart of the problem of distraction in the classroom, perhaps more related to absenteeism or inflation, which means that some families are no longer able to provide a stable environment for their children.
What emerges from the report is a call for governments around the world to take responsibility for the issue of technology in the classroom. They must put learners' needs first.
Introducing technology into the classroom is a good thing, but it must serve pedagogical purposes and be accessible to all students and teachers. It's also important to offer screen-free time to emphasize the importance of balance in one's personal life. Despite the arguments put forward by the techno-pedagogical industry, UNESCO reminds us with this report that we must stop believing that devices will necessarily lead to better grades. It's true that these tools are interesting, but only in a planned context and using other didactic strategies.
Image: natureaddict / Pixabay
References
Butler, Patrick and Hibaq Farah. "'Put learners first': Unesco calls for global ban on smartphones in schools." The Guardian. last updated July 25, 2023. https://www.theguardian.com/world/2023/jul/26/put-learners-first-unesco-calls-for-global-ban-on-smartphones-in-schools.
Gaerlan, Eunice. "Why a ban on cellphones in schools might be more of a distraction than the problem it's trying to fix." The Conversation. last updated August 14, 2023. https://theconversation.com/why-a-ban-on-cellphones-in-schools-might-be-more-of-a-distraction-than-the-problem-its-trying-to-fix-211494.
"Global education monitoring report, 2023: technology in education: a tool on whose terms?" UNESCO. last updated July 2023. https://unesdoc.unesco.org/ark:/48223/pf0000385723.
Lecomte, Anne-Marie. "Quebec to ban cell phones in class." Radio-Canada. last updated August 23, 2023. https://ici.radio-canada.ca/nouvelle/2005461/cellulaire-interdit-classe-bernard-drainville.
"Netherlands: cell phones to be banned from classrooms." Le Figaro. last updated July 4, 2023. https://www.lefigaro.fr/international/pays-bas-les-telephones-portables-vont-etre-bannis-des-salles-de-classe-20230704.
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