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When I first started thinking about school cell phone bans, I felt like an outsider. I don’t teach children, and I don’t have kids at that age.  So I wanted to take a different perspective that comes mostly from research, and what I found is… complicated.

When I first started looking at school cell-phone bans, I expected the data to be pretty one-sided. Most headlines, and many large studies, warn about the dangers of too much screen time. But as I read more, the picture became more complicated, especially when you look at what kids are doing on those screens and who has the resources to guide them.

Not All Screens Are Equal

Karani, N. F., Sher, J., & Mophosho, M. (2022). state that active and passive screen time are not the same thing. Active use, (where a child is creating, problem-solving, or physically engaging) can expand vocabulary, spark curiosity, and expose children to new cultures. Passive use (think endless scrolling or background TV) is far more likely to carry negative effects.

The issue isn’t screens themselves, but the context and purpose of use.

Risks of Social Media Overload

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I feel as this is a cell phone ban policy, this mostly would impact the teenage students in our systems. So I wanted to understand what impacts device use has on that age.

Santos, Mendes, Sen Bressani, de Alcantara Ventura, de Almeida Nogueira, de Miranda, and Romano-Silva (2023) document the mental-health costs of heavy social media use among teens. Fear of Missing Out (FoMO) drives constant checking, while late-night “vamping” disrupts sleep and lowers cognitive performance. Blue-light exposure delays melatonin release, worsening anxiety and depression related to lack of sleep.

The research doesn’t say “ban everything,” but it does show how unlimited, unsupervised use erodes well-being.

What about Cell Phones in Classrooms?

Research on school phone bans shows mixed results, but one pattern stands out: the biggest gains come from students already at a disadvantage.

• • Beland & Murphy (2016) found exam scores rose slightly overall after bans, but the effect was driven by low-achieving students, whose scores improved by about 14% of a standard deviation.

  • Abrahamsson (n.d.) saw similar benefits for students from low socioeconomic (SES) families, while high-SES students showed little change.

Removing phones can act as a small equalizer, giving vulnerable students a better chance to focus. Yet I’d caution on framing this as a matter of “poor self-control,” as some researchers do, risks blaming individuals while ignoring structural barriers (economic stress, crowded classrooms, and limited academic supports) that make concentration harder.

A ban may reduce distraction in the short term, but lasting equity requires more than policy: schools also need digital-citizenship education, mental-health resources, and supports that help all students learn to manage technology beyond the classroom.

(Campbell, Edwards, Pennell, Poed, Lister, Gillett-Swan, Kelly, Zec, & Nguyen, 2024)

Parental Involvement as a Protective Factor

Muppalla, Vuppalapati, Pulliahgaru, and Sreenivasulu (2023) offer a more positive note. High-quality content,  such as e-books, early-learning TV, educational blogs, can strengthen language, literacy, and even positive racial attitudes. Their review finds that parental involvement is key:

• • co-viewing programs,

    

    Photo by Vitaly Gariev on Unsplash

  • setting boundaries, and

  • keeping screens out of bedrooms

Are all reduce risks like sleep disturbance, lower academic performance, and social-emotional delays.

This makes intuitive sense. Kids benefit when adults help them choose enriching content and limit mindless consumption.

But Here’s My Social-Justice Catch

Pointing to “good parenting” as the solution can unintentionally shift responsibility away from systems and onto individual families.

Families with higher incomes and flexible jobs are far more able to supervise screen use by curating content, enforcing limits, and co-viewing, than families working multiple jobs or night shifts. They also have more resources to offer the alternatives to screen time such as sports, music lessons and other organized activities.  Children who spend more unsupervised time on screens are not necessarily victims of “bad parenting,” but of structural inequities such as:

• • low wages that require parents to work two or three jobs,

  • inadequate childcare options,

  • housing, transportation, and food security barriers that consume family time.

A social-justice lens asks us to see these conditions not as private failings but as the result of economic and policy decisions.

Blaming parents for “too much screen time” ignores the way labour markets, childcare access, and digital inequality shape what’s possible inside a household.

Moving the Conversation Forward

If society feels screen time is an issue that needs attention, they also need to address equity. Digital citizenship lessons, after-school programs, and accessible community spaces can help fill the gap for students whose parents simply can’t monitor every online interaction.

The real question isn’t just how much screen time is safe, but who gets the support to use technology well.

NOTE: The ideas and opinions expressed in this post are my own. I used ChatGPT to help organize and articulate my thoughts more clearly. All other sources are referenced below

References

Campbell, M., Edwards, E. J., Pennell, D., Poed, S., Lister, V., Gillett-Swan, J., Kelly, A., Zec, D., & Nguyen, T.-A. (2024). Evidence for and against banning mobile phones in schools: A scoping review. Journal of Psychologists and Counsellors in Schools, 34(3), 242-265. https://doi.org/10.1177/20556365241270394 (Original work published 2024)

Muppalla, S. K., Vuppalapati, S., Pulliahgaru, A. R., & Sreenivasulu, H. (2023). Effects of excessive screen time on child development: An updated review and strategies for management. Cureus, 15(6), e40608. https://doi.org/10.7759/cureus.40608

Karani, N. F., Sher, J., & Mophosho, M. (2022). The influence of screen time on children’s language development: A scoping review. The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings, 69(1), e1–e7. https://doi.org/10.4102/sajcd.v69i1.825

Santos, R. M. S., Mendes, C. G., Sen Bressani, G. Y., de Alcantara Ventura, S., de Almeida Nogueira, Y. J., de Miranda, D. M., & Romano-Silva, M. A. (2023). The associations between screen time and mental health in adolescents: a systematic review. BMC psychology, 11(1), 1-21.

My First Social Media Experience

My relationship with social media began in the early 2000s with MSN Messenger. At the time, it felt revolutionary. For the first time, I could instantly reach out to friends and “chat ” whenever I wanted. This was especially meaningful for me as someone who was not naturally talkative in person. MSN offered a new avenue for connection, one that shaped the way I interacted with peers and broadened my comfort with digital communication.

The Highs and Lows of Connection

As new platforms emerged, my engagement with social media went through phases of greater and lesser intensity. In some seasons, it became a dominant part of my life, particularly because so many of my peers were active on message boards and event-based communities. Those spaces created meaningful networks that, interestingly, still exist in some form today and I remain in contact with people I first connected with through those early digital communities.

The positive aspects of social media are clear in my personal life. It has allowed me to maintain connections that would otherwise have been lost. I can witness friends’ families grow, share in their experiences, and celebrate milestones, even from a distance. Yet, there is also a bleaker side. Social media often fosters comparison, and I have found myself at times falling into the trap of measuring my own life against carefully curated images of others. This has been one of the more harmful aspects of my engagement with it.

Some people

Professional Growth Through Social Media

Professionally, social media has offered unexpected benefits. For several years, I created a podcast, which helped me develop confidence speaking on a microphone and in front of a camera. Because I now teach online, these skills have been particularly valuable in my career. Being comfortable using technology to communicate, engage, and present has made my transition into online teaching much smoother and more effective. At the same time, I remain cautious about the risks. I intentionally keep my professional and personal presence separate, avoiding the use of my full name and maintaining boundaries to protect both my work and my private life.

Hosts of PatsCast – the unofficial Regina Pats Podcast

Looking Ahead: Intentional Engagement

Overall, my relationship with social media is complex. There have been moments when it has been more harmful than beneficial, particularly in terms of distraction and comparison. However, I also recognize its unique ability to connect, create, and provide professional opportunities. Moving forward, I view social media as an important platform for building my portfolio and professional identity. The challenge for me will be to engage with it intentionally and maximizing its positive potential while remaining mindful of its limitations.

We were recently introduced to H5P tools, and one of the exciting features was since it is text based content could be translated by the user via the built in translator in their internet browser.

The feature seems to work on where the H5P is hosted.

In this example Pressbooks.

Original

Translated

So all seems great.

However when I use this in my LMS it translates all the text in the webpage, except the H5P content

I thought maybe it was something specific to Brightspace as an LMS, so I tried Canvas and had the same issue.

I then thought maybe it was an LMS problem, so I created a website with Google Sites ( which is pretty good and easy to use). But alas the same issue.

Shame this doesn’t seem to work It was a really exciting feature to me.

If there is a work around I’d love to know.

Hi everyone,

I can’t get the imbedded links perform how they are supposed to, but the direct link should take you to the H5P website.

My Video walk through is here
Part 1
Part 2 with update on identified issue in part 1

This is the H5P content for my first module that can act in conjunction with my walkthrough screencast. The Brightspace course this resides in is unfortunately only available to Saskpolytech Employees and Students. I do feel I can recreate the experience fairly well here though.

This was my original plan for this Learning Step

After the February 27th class I adjusted this based on some of the H5P activities we discovered.

I will create a welcome video/page which will act as an introduction to the course, but it wasn’t what I’d consider a module, so I am presenting the content related to my first learning outcome.  In the intro I will instruct the student on how to translate the H5P content to their desired language. From my tests it works well.

I was going to use a video and hotspots, but I removed the idea of the video, and utilized the Agamotto exercise to display the content. I like this as it allows the user to move through the content at their pace, go back and forth any way they would like.

I added the markers along the path of the slider for the user to easier access each point.

D2L Brightspace Menu Orientation | H5P

This is my form of an assessment for this learning outcome, which is essentially the student knows what each area of the menu does.

This is a game map H5P exercise. I used DALL-E to create the map, which I think is a good start, but it has the AI image oddities in it.  I did feed it the colour hex codes to use that align with my organization’s colour guide.

The student moves through 10 stages of questions that ask them about the same content above. They can retry as many times as they need to on each question. The question types range from fill in the blank, Multiple choice, True/False.

It is a no risk type of assessment. I think it is a fun different way of working with some simple concepts.

D2L Navigation Game Map | H5P

The faults of this module are that it doesn’t adhere to some concepts of accessibility.  Written instructions are provided in a PDF, however it does lack the ability of an assessment.