Dr. Stephen Ndawula, an expert in Educational Communication and Technology from Kyambogo University, has advocated against a blanket ban on smartphones for students in Ugandan schools and other countries.
Despite concerns about potential negative effects on education and students, Dr. Ndawula emphasizes the positive aspects of smartphones that can be harnessed for educational purposes.
His remarks come in response to the recent United Nations report titled “Technology in Education; A Tool On Whose Terms,” released by UNESCO. The report recommends banning smartphones, tablets, or laptops in schools worldwide, citing benefits such as tackling classroom disruption, improving learning outcomes, and safeguarding children from cyberbullying.
The report also highlights international assessment data indicating a negative link between excessive use of digital technology and student performance in some countries.
“Large-scale international assessment data, such as that provided by the Programme for International Student Assessment (PISA), suggest a negative link between excessive ICT use and student performance. Mere proximity to a mobile device was found to distract students and to have a negative impact on learning in 14 countries, yet less than one in four have banned smartphone use in schools,” the report reads in part.
“We know that vast amounts of data are being used without the appropriate regulation, so this data ends up being used for other non-educational purposes, commercial purposes and that’s of course a violation of rights that needs to be regulated.” Manos Antoninis, the Director of the Global Education Monitoring (GEM) Report at UNESCO commented during the launch of the report.
However, Dr. Ndawula suggests that instead of imposing a complete ban, policymakers should focus on developing and enforcing stronger policies to regulate smartphone usage during the teaching-learning process.
Addressing data protection concerns, the report reveals that only 16 percent of countries have legal provisions to ensure data privacy in classrooms. Dr. Ndawula stresses the urgency of implementing robust systems and measures to safeguard users, including learners and teachers, while using these devices.
He warns against potential threats from third-party actors exploiting technology for malicious purposes, emphasising the need for data security. “This goes to regulations, there must be protection of the users and the data used on education platforms. There must be strong systems as well,” he says.
While some international schools already allow smartphones, Uganda lacks a comprehensive policy on technology in education. The COVID-19 pandemic highlighted the need for clear guidelines, as individuals acted independently without proper regulations. Attempts to conduct online examinations faced challenges due to the absence of a regulatory framework.
Another point of contention arose when certain secondary schools, mainly in Kampala, permitted students to carry smartphones for educational purposes under the new learner-centered lower secondary curriculum. The Higher Education State Minister, Dr John Chrysostom Muyingo hurriedly halted this move.
The minister observed that although smartphones can help bridge the ICT gap in schools and enhance learning, there is currently no policy in place to govern their usage. Consequently, he requested schools to discontinue the use of smartphones until the government establishes a comprehensive policy to regulate their integration into the learning process.
Dr. Ndawula agrees with the report’s assertion that smartphones’ learning benefits diminish without the guidance of qualified teachers. Therefore, comprehensive training for teachers is essential before allowing smartphones and related devices in schools.
“Currently, many students are more technologically savvy than their teachers, and a significant number of educators lack proficiency in utilizing technology for educational purposes. The challenges faced during the COVID-19 pandemic exposed this, with many teachers unprepared to adapt their teaching methods to these tools,” he says.
He underscores the importance of focusing on Educational Communication and Technology, particularly in mastering new media, to effectively integrate technology into the teaching process.
The Ministry of Education in Uganda has been working to develop guidelines on technology usage in schools, but there is currently no comprehensive policy. As smartphones and technology play an increasingly significant role in education, Dr. Ndawula stresses the need to enhance teachers’ technological competence and incorporate new media to fully utilize technology’s positive impact on education in the country.
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