Banning cell phones in schools – A step forward, or a return to the past?
In a society with democratic and egalitarian values, one assumes we would want an equitable education system where every child has an equal opportunity to thrive and has access to the tools they need to succeed. In a perfect world, this would be easy to implement and maintain. However, in a less than perfect world, there isn’t a level playing field for our tamariki, and many are starting each school day well behind the start line. The Government’s ‘Phones away for the day’ cell phone regulations needing to be in place in every state school and kura no later than the 29th April 2024 (the start of term two), may result in an even more inequitable education experience for ākonga who are already faced with daily barriers to their learning.
The rationale for the nationwide school cell phone ban may appear sound, with its intention to ‘support and improve ākonga / student engagement and achievement’ (Ministry of Education, n.d.). However, a one size fits all approach fails to recognise the significant benefit cell phones bring to many of our most vulnerable tamariki. Take a moment to think about the additional challenges for ākonga and their whānau navigating their school day without easy access to their cell phones, for instance:
A child with type 1 diabetes, and an insulin pump linked to their cell phone, learning to self-manage their condition
A child with a vision impairment who uses their phone to photograph then enlarge learning materials to keep up with their peers
A child with a hearing impairment whose hearing technology is linked to their cell phone
A child who self-manages severe anxiety by texting a loved one, calms themself and then stays at school for the entire day.
The Government has considered these scenarios and stated that ‘Schools must allow students to use or access a phone when:
a phone is needed for health reasons (for example, to monitor insulin levels); or
a phone is needed to help a student with a disability or learning support need (for example, to assist with impaired communication); or
a teacher requires students to use phones for a specific educational task or purpose (for example, for a class assignment); or
the principal decides that they are needed for special circumstances (for example, the student is a teenage parent).
(Ministry of Education, n.d.).
However, an individual exemption is required in each instance, when we know that designing for all from the outset is more inclusive and effective (CAST.org, n.d.) Additionally, tamariki with specific needs are like all tamariki – they do not want to stand out and be different from their peers. Having to apply for an exemption makes them ‘other’, someone that is different, someone that needs special attention or support. For those with a disability, this must feel like a step backwards into the past. It wasn’t so long ago that the technology used by ākonga with a vision impairment, for instance, was ‘disability specific’, expensive and clearly identified the user as having a disability. With advances in technology and the explosion of smart phones in the mid 2000’s (Nielson, 2011), added accessibility features became the norm and the playing field was levelled for the blind and low vision and other communities. They could now use the same technology as their peers and didn’t stand out as being ‘different’.
With peers no longer allowed to use their phones in the classroom, ākonga with specific needs will again be seen and treated as ‘special’ and may be exposed to unwanted attention and bullying from other ākonga. The Government recognises this risk in their whānau FAQ’s handout:
My child has an exemption but doesn’t want to be singled out as different, what should I do?
You could discuss with your child’s teacher or principal your concerns and work together to reduce any increased visibility of ākonga | students with exemptions (Ministry of Education, n.d.).
Yet they miss the opportunity to progress the Learning Support Action Plan’s vision of “an inclusive education system with a range of learning environments where children and young people with learning support needs, including disabilities, are welcome and where their achievement, progress, wellbeing and participation are valued and supported.” Including, of course, the ability to manage their learning with assistive technology such as cell phones.
References:
Cast. (n.d.). About Universal Design for Learning. https://www.cast.org/impact/universal-design-for-learning-udl
Ministry of Education. (n.d.). Phones away for the day. https://www.education.govt.nz/school/digital-technology/cellphones/#:~:text=PDF%2C%20198%20KB%5D-,What%20must%20be%20in%20your%20school%20rules,visit%20outside%20the%20school%20grounds.
Ministry of Education. (n.d.). Phones away for the day: Whānau FAQs. https://assets.education.govt.nz/public/Documents/School/Digital-technology/TPA_CellphonePolicy_Whanau_FAQs_FINAL.pdf
Neilson, L. (2011, December 4). The history of the cell phone for learning movement. Lise Neilson: The innovative educator. https://theinnovativeeducator.blogspot.com/2011/12/history-of-cell-phones-for-learning.html