Caveat – the “original” posting made by Mary Garza is no longer publicly available for review online which we find frustrating from a fact-checking perspective.
In the ongoing debate surrounding the use of cellphones in schools, a 2019 experiment (5 years ago) by US teacher Mary Garza has resurfaced and is once again starting to trend on some parent’s social media feeds, reigniting discussions about the role of technology in the classroom. However, a closer examination reveals what we believe to be several flaws in the experiment’s methodology and conclusions.
It is reported that Garza’s anecdotal experiment involved instructing students to turn on their phones, deactivate silent mode, place the phone on their desk, and record any notifications received during class on a flip chart. The surprising results, as depicted in the attached picture, purportedly highlighted the extent of distractions caused by cellphones in educational settings. But before jumping to conclusions, it’s essential to scrutinize the experiment’s true validity.
Firstly, the experiment’s conditions, where students were encouraged to keep their phones active, audible, and on their desks deviate significantly from standard classroom practices. In over 1000+ schools we have worked with, such a scenario is rarely if ever, the norm. If a phone is allowed in a classroom it is often required to be turned off or placed on silent mode and kept in a student’s backpack, pocket, or classroom storage bin. This renders the experiment unrealistic and its findings questionable.
Moreover, the lack of controls raises doubts about the accuracy of the recorded numbers. Garza’s experiment fails to provide the measures taken to ensure the reliability of the data. Without proper oversight, the reported figures could be inflated or manipulated, undermining the experiment’s credibility.
For instance, the recorded 155 emails raised our eyebrows, as students typically communicate via text messaging rather than email. Similarly, the 32 phone calls prompt speculation about their origin, suggesting the possibility of students maybe calling each other within the classroom to possibly skew the results.
It’s crucial to acknowledge that some teenagers, by nature, may engage in behaviors to amplify the outcomes of such experiments. The allure of inflating statistics through orchestrated interactions among some peers cannot be discounted – teens will be teens! Hence, attributing the observed notifications solely to external factors might be misleading.
While Garza’s experiment does absolutely shed light on the potential distractions posed by unrestricted cellphone use in classrooms, it is essential to approach the findings with caution. As the saying goes, “garbage in, garbage out.” The experiment’s methodology, characterized by unrealistic conditions and lack of controls, compromises the validity of its conclusions.
How can we assume this, because in 2023 Common Sense Media published a report that found that teens on average receive 55 notifications during school hours, some less and some more. This reflects anecdotally what we hear from students as well. Yes, it’s still 55 notifications on average, but how many of those happened outside of classroom time like recess, spares, lunch breaks, or walking from class to class at the middle school and high school grades?
At the White Hatter, we recognize the concerns raised by Garza’s experiment regarding the unregulated use of cellphones in classrooms, which is definitely a challenge for teachers, and something that we DO NOT endorse. However, advocating for a blanket ban or prohibition on technology overlooks its potential benefits in education. Instead, we advocate for a balanced mediated approach that integrates cellphones into pedagogical strategies while mitigating distractions. (1)
In our article on the subject, we delve into the reasons why a complete prohibition of cellphones may not be in the best interest of students. Additionally, we offer practical suggestions for schools to harness the educational potential of technology while maintaining a conducive learning environment.
While Mary Garza’s 5-year-old experiment has sparked renewed discourse on the role of cellphones in education, a critical examination of its methodology and findings is necessary. The experiment’s departure from standard classroom practices and lack of controls undermines its credibility, warranting cautious interpretation of the results – it should be taken with a grain of salt! In fact, this wasn’t an “experiment” that requires a scientific procedure in the true sense of the word, but rather an interesting and interactive collaborative classroom project that collected what we believe to be very questionable results.
We do agree that fragmented attention, no matter what the cause (phone, laptop, friends talking, sleep deprivation, looking outside a classroom window at students playing soccer, or daydreaming) can hinder a student’s ability to absorb and retain information effectively. There is research to support that any and all distractions can impede the learning process and disrupt the flow of instruction. Yes – we should do what we can to minimize all the causes of fragmented attention, especially at the elementary school level. This included teaching youth and teens about what fragmented attention is, how it can affect learning, and what they can do to minimize it themselves!
While acknowledging the concerns raised by the experiment, advocating for a complete ban on technology in schools may overlook its potential benefits. Instead, a balanced mediated approach that integrates cellphones into pedagogical strategies while addressing distractions is essential. By adopting such a balanced and mediated approach, schools can harness the educational potential of technology while ensuring a conducive learning environment for students.
We will end with this quote from Dr Matthew Courtney (Ed.D)
“If we don’t let kids use cell phones in the classroom, how will they ever learn to use them responsibly in a workplace? Every adult I know uses their phone all day every day. Let’s prepare kids for the real world.“
The White Hatter
Reference:
1/ https://thewhitehatter.ca/blog/some-thoughts-about-cellphones-in-classrooms/
