Why School Devices Need Attention Too - By Kevin Kuckkan at Deledao
With the rise of smartphones and other devices, there is constant analysis on how technology and their apps are affecting students. Is device banning the way to go? Kevin Kuckkan from Deledao writes in response to policies implemented by the Los Angeles Unified School District and what schools can do to for innovative learning solutions.
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The near-universal presence of mobile technology in our lives presents a double-edged sword for K-12 schools. While these devices offer a wealth of educational resources and communication capabilities, they can also pose a significant challenge in cultivating focused and productive learning environments. The recent decision by the Los Angeles Unified School District (LAUSD), the second largest in the nation, to ban student cell phone use during school hours exemplifies this struggle.
As Education Week recently reported, this decision by the LAUSD Board of Education underscores the growing concern regarding the detrimental influence of smartphones on student learning. The Board specifically highlighted the negative impact of these devices on student focus, social interaction, and even mental health. Superintendent Alberto Carvalho went a step further, calling social media a "harmful vehicle" that disrupts the learning process.
The LAUSD phone ban serves as a clear message – the district prioritizes fostering a more engaging classroom environment where students can prioritize face-to-face interactions and develop stronger social connections, skills critical for success inside and outside the classroom.
The LAUSD Cell Phone Ban: Part of a Growing Policy Landscape
The LAUSD cell phone ban is not an isolated incident; similar restrictions are spreading beyond individual schools and reaching the state level. In recent years, lawmakers across the country have been considering legislation to restrict smartphone use in schools.
In 2023, Florida became the first state to act, enacting a law prohibiting student phone use during class and blocking student access to social media on school Wi-Fi.
This was followed by Indiana in March, where Governor Eric Holcomb signed a bill banning students from using phones and other wireless devices in classrooms.
In May, Ohio joined the movement with Governor Mike DeWine signing a similar bill requiring school districts to establish specific policies governing cellphone usage during school hours.
By June, USA Today reported that lawmakers in at least eight states were actively considering similar legislation, suggesting a potential nationwide movement toward regulating student phone use in educational settings.
Research suggests that banning cell phones in schools might be a tempting solution to combat digital distractions and create productive learning environments. Still, it may not have the desired impact on changing student behavior that many may think or hope for. Northeastern University Associate Professor of Communication Studies Meryl Alper, who studies children and families’ technology use, suggests that bans alone will not lead to more engaged learning:
"While cellphone bans are functionally useful, they are not effective for behavior change unless coupled with digital citizenship programs that offer students reflections on their personal choices with technology."
With a staggering 94% of students having now been issued a school-issued device (National Center for Educational Statistics, 2023), cellphone bans might simply shift the problem to another accessible device as cell phones wouldn't be the main culprit anymore; student focus is likely to be disrupted by school devices themselves.
Cell phone bans in schools, like the one implemented by LAUSD, might seem like a good first step to address digital distractions. However, educators across the country recognize these restrictions have limitations. Since returning to in-person learning, managing student behavior on school-issued devices has become a major challenge. Highlighting this, a 2022 survey of educators found digital distractions to be the biggest obstacle in creating effective digital learning environments.
Furthermore, a 2022 Wall Street Journal article highlighted the growing difficulty teachers face in managing screen time on these devices, particularly regarding non-educational content like YouTube videos, forcing teachers to waste valuable class time policing students instead of focusing on instruction. The key takeaway? Digital distractions on any device a student may use during school – personal or school-issued - existed before the pandemic and continue to pose a significant challenge in digital learning environments.
Cellphones vs. School Devices: It's Not About the Gadget, It's About Focus
Personal mobile technology and school-issued devices can offer significant benefits for education, allowing students to gain instant access to a vast array of learning resources, from interactive simulations to online libraries. These devices can also facilitate communication and collaboration between students, teachers, and parents, extending the learning experience beyond the classroom walls. So, the merits of device use aren’t being called into question. Rather, the larger question revolves around how schools can guide students toward more responsible online usage patterns, regardless of their device.
While some argue students raised in the digital age feel they can effectively multitask in these environments – whether on cellphones or school devices - minimizing the impact of distractions, research suggests otherwise. The 2022 Program for International Student Assessment (PISA) study by the Organization for Cooperation and Economic Development (OECD) conducted with over 600,000 fifteen-year-old students from 32 countries found nearly two-thirds of US students admit to being digitally distracted in class, often by classmates' devices. This concern is validated by the study's finding of a direct link between digital distractions and lower math scores, with students easily distracted by classmates' devices scoring an average of 15 points lower.
Conventional Content Filtering on School Devices: Ill-equipped for Today’s Internet
The explosion of online content creates a significant challenge for K-12 schools trying to maintain effective content filtering on school-issued laptops and tablets. Traditional filtering methods developed in the 1990s, though adequate at their inception, simply weren't designed to handle the dynamic nature of the web or the resourcefulness of today's tech-savvy students.
These traditional filtering methods typically rely on K-12 IT departments maintaining giant blocklists of websites and keywords deemed inappropriate.
However, this approach has several critical weaknesses:
The Never-Ending List: With a staggering number of new websites launching daily (estimates suggest over 250,000!), keeping a blocklist up-to-date is nearly impossible. Imagine trying to maintain a list of every grain of sand on a beach – it's an overwhelming task.
Easily Bypassed Defenses: Tech-savvy students are often a step ahead of legacy filtering technology. They can employ various methods to circumvent these filters, such as:
Proxy Sites: These act as intermediaries, allowing users to access blocked content indirectly.
Embedded Links: Crafty students can hide links within seemingly harmless text or shared docs, making them invisible to basic filters.
Inventive Spelling: Substituting letters with numbers or symbols (e.g., "f@cebook") can sometimes fool keyword-based filters.
Unrecognized Threats: New online threats and trends emerge constantly, leaving list-based filters vulnerable as they lack the ability to adapt.
What Schools Can Do
These findings highlight the need for a more nuanced approach that goes beyond simply banning cell phones or locking down school devices.
Here's what schools can do:
Move Beyond Bans: As the PISA report emphasizes, effective strategies are needed to tackle the broader issue of digital distractions in the classroom, regardless of the device.
Digital Citizenship Education: Implementing a digital citizenship curriculum starting in elementary schools can equip students with the skills to manage their online presence and prioritize responsible technology use.
Innovative Technology Solutions: Schools should explore innovative technology solutions that go beyond simply blocking websites. These solutions should create more productive digital learning environments while also helping students develop digital self-regulation and responsible digital content consumption habits.
Innovations in Ed Tech Provide a Solution
While banning cell phones might seem like a solution, it doesn't address the broader issue of digital distractions on all devices. So, how can schools create a truly focused learning environment where students can thrive and instead embrace innovative solutions like AI-powered content filtering?
Unlike traditional methods that rely on manual maintenance of blocklists of websites and keywords, AI filtering offers a dynamic and sophisticated approach to managing student device use.
Here's how AI filtering empowers schools:
Focus on Learning, Not Just Blocking: AI doesn't simply block websites. Instead, it analyzes content in real time, considering factors like the webpage itself, user behavior, and the overall context. This allows students to access legitimate educational resources, even if they contain keywords that might trigger a static filter.
Mitigate Distractions, Build Student Agency: The goal isn't to isolate students from technology but to strike a balance. We want to minimize distractions while maximizing learning opportunities within a safe environment. This means offering schools flexible policy options that allow students who need it the time to learn and practice self-regulation in the digital world. AI-powered content filtering can play a key role here. By identifying and filtering out irrelevant or time-consuming content, AI helps students stay focused on the essential learning materials at hand.
Adapt to Evolving Threats: The online landscape is constantly changing, and so are the potential dangers students face. AI filtering stays ahead of the curve by continuously learning and adapting to identify and block emerging threats. This ensures students are protected from the latest online risks.
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Deledao’s Instant AI: A Game-Changer in Content Filtering
This is where Deledao's InstantAI ™ technology steps in as a game-changer. As the first and only real-time AI filtering technology available in K12, InstantAI ™ technology offers a dynamic and sophisticated solution that’s helping schools create more productive digital learning environments.
Here's how InstantAI ™ works:
Goes Beyond Blocking Websites: Unlike traditional filters, InstantAI ™ doesn't just block websites. It analyzes the content of a webpage, user behavior, and the overall context to dynamically assess potential distractions and threats. This allows for a more nuanced approach, ensuring access to legitimate educational resources while minimizing distractions.
Real-Time Threat Detection: Static filter lists can't keep up with the ever-evolving online landscape. The InstantAI ™ real-time analysis can identify and block emerging threats and inappropriate content, keeping students safe from new online dangers.
Contextual Understanding: For example, InstantAI ™ can differentiate between a news article about social media and a social media platform itself. This contextual understanding ensures students have access to relevant educational resources while filtering out distractions.
Reduced Burden on IT Staff: InstantAI ™ automates many content filtering tasks, freeing up IT staff to focus on more strategic initiatives.
Centralized Management: Deledao's solutions provide a centralized platform for managing content filtering across an entire school district, streamlining IT administrative tasks, and reducing the need for constant manual intervention.
By utilizing AI content filtering, as delivered by Deledao’s InstantAI ™ technology, schools can create a secure and focused learning environment.
Students gain access to the vast resources available online while minimizing distractions and remaining safe from online dangers.
This allows educators to shift their focus from policing devices to creating engaging and enriching learning experiences that responsibly leverage the power of technology.