Pro & Contra
Is a mobile phone ban at schools expedient?
Young people are constantly online – even in school. Two education experts debate whether mobile phone bans promote concentration or impair opportunities.
Pro
Silke Müller is a digital ambassador in Lower Saxony, bestselling author and education expert with 16 years experience in school management.
Contra
Jöran Muuß-Merholz is an education expert, author and consultant for digital strategies in schools and continuing professional development.
Several federal states in Germany have recently imposed a general ban on mobile phones in schools. Can children learn better if mobile phones are banned?
A mobile phone ban is expedient, both during breaks and in class. It creates more focus and less distraction. Above all, though, it helps children to reengage in direct conversation, argue and learn humanity. These are abilities that they will also need online.
It all comes down to what children should learn better. If schools continue to follow the 19th- century model – teachers talk, children listen – then a mobile phone can be disruptive. We need smarter solutions than bans if learning is to become contemporary.
Are mobile phones in lessons a useful tool or a disruptive factor?
Mobile phones in lessons are generally a disruptive factor. They distract you because apps and notifications divert your attention. Studies show: Even their mere presence reduces concentration. They can only be beneficial if they are clearly integrated into teaching, such as for research or learning apps. The disruptive effect prevails without rules.
Mobile phones are not a disruptive factor per se, but rather a potential learning tool. As teacher and education expert Lisa Rosa puts it, they are “culture access devices“ – they enable pupils to research, document and collaborate. Teaching should encourage thoughtful use of digital media precisely because they are part of everyday life. When used correctly, mobile phones expand the learning space rather than disrupting it.
Is mobile phone use among pupils generally viewed too negatively?
There are also positive aspects: I myself would have learned better with a maths influencer. Albeit addiction risks, cyberbullying, fake news and disturbing content are all too real. You often have to address the negative aspects first to be able to benefit from the positive ones.
Absolutely! Adults often demonise new media as soon as they don’t understand it. This is particularly true in education, where teachers still see themselves as omniscient authorities. Yet young people want teachers to support them in their use of digital media and to seek dialogue.
Is banning mobile phones a solution or merely treating the symptoms?
A 17-year-old influencer with 250,000 followers told me that since the mobile phone ban she has been more focused and is chatting more with her friends again. Teachers confirm this: more active, louder, more energetic classes – and greater focus. As banal as it sounds: It works.
In the short term yes, in the long term no. A mobile phone ban brings peace and quiet, but doesn’t solve any problems. Instead of banning technology, schools should promote media literacy and develop new forms of learning for the digital era. Bans only calm things down on the surface and widen the gap between school and real life.
Does a mobile phone ban promote digital literacy – or does it prevent it?
I believe it promotes it. Clear rules teach children to make sacrifices and set priorities. These are skills that they will need in their professional lives. Digital literacy can even increase if mobile phones are used in a targeted manner during lessons.
A ban makes digital literacy a matter of luck. Those who learn to use media responsibly at home are fortunate. Those who have the opportunity to do so outside of school are also fortunate. Everyone else comes away empty-handed. This means that children with the worst starting chances are left to their own devices.