Schools That Ban Mobile Phones See Better Academic Results

HughPickens.com writes: Jamie Doward reports at The Guardian that according to a recent study in the UK, the effect of banning mobile phones from school premises adds up to the equivalent of an extra week's schooling over a pupil's academic year with the test scores of students aged 16 improved by 6.4% after schools banned mobile phones, "We found that not only did student achievement improve, but also that low-achieving and low-income students gained the most. We found the impact of banning phones for these students was equivalent to an additional hour a week in school, or to increasing the school year by five days." In the UK, more than 90% of teenagers own a mobile phone; in the US, just under three quarters have one. In a survey conducted in 2001, no school banned mobiles. By 2007, this had risen to 50%, and by 2012 some 98% of schools either did not allow phones on school premises or required them to be handed in at the beginning of the day. But some schools are starting to allow limited use of the devices. New York mayor Bill de Blasio has lifted a 10-year ban on phones on school premises, with the city's chancellor of schools stating that it would reduce inequality.

The research was carried out at Birmingham, London, Leicester and Manchester schools before and after bans were introduced (PDF). It factored in characteristics such as gender, eligibility for free school meals, special educational needs status and prior educational attainment. "Technological advancements are commonly viewed as increasing productivity," write Louis-Philippe Beland and Richard Murphy. "Modern technology is used in the classroom to engage students and improve performance. There are, however, potential drawbacks as well, as they could lead to distractions."

Comments

"6.41%"

[fph il quozientatore]

6.41% of a standard deviation, according to TFA. Not exactly the same thing.

As usual, don't trust journalists. :(

Re:imagine that.

[TWX]

When I learned mathematics, the technology that we used was intentionally kept below the level of the curriculum we were learning. We didn't get to use even so much as simple four-operation calculators until we were doing double-variable algebra. We didn't get to use scientific calculators with extended functions until we were well into trigonometry. We didn't get to use graphing calculators until we were well into calculus. At each point, the technology was only added once we had demonstrated proficiency with the lower-level skill, so that the calculator made the time-consuming part of the lower-level skill less, so we could focus more on the current lesson. The only use of computers for mathematics that I can remember was in the DOS and pre-Mac-Apple era when we would play Number Munchers in the computer labs. We were literally handed 5.25" floppy disks to boot the computer on, and as such the computer would only do the one function that we were to engage in. For math in the computer lab that was Number Munchers.

My biggest concerns with the introduction of technology into the classroom are that first, we don't really have any killer-app that justifies the expense, and second, that by using general-purpose computers we are making it very easy for students to use the computers for a purpose other than what's intended. It's extremely easy to get off-task when you have the bulk of the Internet at your disposal, even if there's content filtering. General purpose computers give students almost unlimited choices in what to do, and only one of those choices is the intended one.

We need the right applications that don't yet seem to exist, and we need computing platforms that are restricted in the use of the computer, to make it function better as an educational platform. We also need to stop introducing too much technology too early, so that students develop basic skills and demonstrate proficiency before they get electronic crutches.

Re:imagine that.

[sfcat]

A few smart kids screwing around to find workarounds isn't the same thing as all of the kids being able to get to anything at any time. Working on the device to find workarounds at least requires engagement and interest to focus on a single task.

Spoken like someone who has never taught a group of 15 yr olds in a computer lab. I assure you, if it allows them to play games, get out of work, or look cool; the dumbest 15 year old kid will turn into a computer whiz in minutes. I've seen kids who can't speak with even passable grammar and terrible grades complete complex hacks to get around doing work. Many times the hack was harder and more useful than that lesson being taught. People are weird, kids are even weirder.