Banning Electronic Devices in the Classroom?
The Netherlands is one of the most connected countries in Europe, yet they made this significant decision.
Cell phones can be a huge distraction in the classroom. Photo by RDNE Stock project.
This past week, the Education Ministry of the Netherlands decided to ban all mobile phones, smartwatches, and other devices from their classrooms. There are of course exceptions. For example, if they are needed for a lesson or if there is a medical necessity (i.e. a student needs it because of a disability). The education minister, Robbert Dijkgraaf was quoted as saying: “Students need to be able to concentrate and need to be given the opportunity to study well. Mobile phones are a disturbance, scientific research shows. We need to protect students against this.”
The ban goes into effect on 1 January 2024.
So… scientific research shows high levels of distraction and a negative impact on concentration. Okay.
But what about all the talk that we NEED to help kids get used to technology? Let them dive right in, so the talk continues.
Okay… so the science was right. Of course! Human beings are not like drosophila flies; we do not evolve every generation into distinct human beings in response to an intervention like technology. Human beings, at our core, are relational. Our brains, bodies, and minds are wired to thrive through human interaction.
Machines are a substandard substitute. If we are forced to rely on machines to learn – especially at a very young age – human beings will suffer. Studies have shown that we can induce an autism-like effect in young children through consistent interaction with machines. Here is the full article: Early Electronic Screen Exposure and Autistic-like Symptoms, from the National Center for Biotechnology.
I appreciate that the Dutch Education Ministry is leaving space for technology use that is required for a lesson. There are lessons we can only learn through interaction with technology, and they help us see technology as a tool. We can then use it to become proficient in certain skills that will benefit us in the future.
I think it becomes a problem when we develop an overreliance on the technology. Walking through my children’s elementary school, I saw this tendency in full effect.
70% of the library was converted into cubicles for multimedia lessons for every grade level – including Transitional Kinder.
Kindergarteners being plugged in via headsets to lessons on Chromebooks.
Librarians being replaced by media tech specialists.
Reading being done on devices, rather than hard copy books.
All these changes presume humans can and should thrive with technology. The data and science say otherwise. Especially in younger people, human interaction must be prioritized: play, reading, conversation, and creation with your hands – all should be a priority. The developing brain requires it, the developing mind requires it, and our humanity requires it.
There is also a class component. The technical divide is real. So, we push for technology in the most economically disadvantaged communities. This sometimes comes at the expense of qualified and highly trained human beings. In richer communities, children get technology, but they also get highly trained and educated human beings to help them learn. That is the difference. We must not use technology as a replacement for high-quality human interaction.
I want to personally thank the Education Ministry of the Netherlands for once again using science to guide its educational policies. I have not heard what the pushback will be from parents and teachers. The Dutch are pragmatic people, I think they will do what is right 😉