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I remember when electronics first entered the classroom. It started with the pager. I’d hear a buzz; shortly afterward, a student would ask to be excused to use the restroom. Then came the Tamagotchi, the popular virtual pets. Students would beg for permission to take them out, claiming they needed to "feed" or "care" for them during class. After that, cell phones became the next distraction, followed by the wave of iPads and laptops. I updated my technology policy every year, shifting from a strict "no technology" stance to a more limited and, eventually, more open approach.
As technology advanced, so did the complexity of managing it in schools. Educators had to grapple with the balance between harnessing the benefits of technology for learning and managing the distractions it inevitably brings. Policies evolved to reflect this challenge.
Recently, many schools, including ours, have reinstated the ban on cell phones in classrooms. This move has been driven by growing concerns about the impact of mobile devices on students' mental health and academic engagement and the pervasive fear of being socially isolated or "de-friended" in the digital space. (Click here to read an AP article.)
At Tri-City Adventist School (TCAS), our recent Parent-Student-Teacher conferences revealed how deeply students are immersed in their devices. Many parents shared their concerns about the excessive time spent on screens, which is taking a toll on students' reading, math skills, and overall attention span.
If we are genuinely committed to helping our students excel academically, we must take steps to limit their screen time. By creating an environment where they can focus on learning without constant digital interruptions, we can foster better concentration, improve their performance in key subjects, and support their mental and emotional well-being. (This article was co-authored by Mr. Norton and Ai)
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