Teachers largely oppose the use of mobile phones for leisure in all stages of educational settings.
Teachers' Perspectives on Mobile Phones and Digitization in Classrooms
A national survey of 4,638 teachers, conducted by the National Education Federation (FNE) and the Association for Training and Research in Education and Work (AFIET), has shed light on the opinions of educators regarding the use of mobile phones and digitization in classrooms.
Mobile Phone Restrictions
The survey reveals a general support for restricting or banning mobile phones during class time. Nearly seven out of ten teachers believe that mobile phones should not be allowed in the playground for all educational cycles. This sentiment is particularly strong among teachers of younger students, with the majority disagreeing that students up to the 9th grade should be allowed to use mobile phones in school spaces.
Pedagogical Use of Mobile Phones
Despite a greater acceptance of mobile phones as work tools, more than half of teachers disagree with their pedagogical use in basic education. This is due in part to concerns about distraction and the impact on social skills. Some educators and experts emphasize that phones can impair students’ attention and social interaction skills, critical for educational and workplace success.
Digitization and Learning Conditions
While about half of the teachers think that digitization may make classroom work more difficult, seven out of ten teachers believe that digitization may positively change learning conditions. However, 34.2% of teachers have not attended any digital literacy training action, a percentage that FNE considers still high.
Mobile Phones as Learning Tools
Emerging research suggests that smartphones can be valuable learning tools if effectively integrated into lessons by trained teachers. Studies with older teens indicate that students’ distraction from phones is about the same regardless of phone use policies, and that phones may help close academic gaps when used purposefully. However, widespread teacher training and curricular support are needed.
Digital Textbooks
Starting next school year, schools from the 2nd cycle onwards will be able to choose between paper and digital textbooks. The Government's idea for the 3rd cycle is to promote limited, responsible, and adapted use of mobile phones, but there are no limitations for the 10th cycle, with only "responsible and adapted use" planned. Seven out of ten teachers prefer paper school textbooks, but 63.3% of teachers agree that mobile phones can be used in classes for older students.
Artificial Intelligence
Regarding artificial intelligence, 64.7% of teachers say they do not have enough knowledge to evaluate whether students' work is done using generative AI. This highlights the need for further training and education in this area.
In summary, teachers generally support restricting mobile phone use in classrooms, especially in younger cycles, primarily due to distraction concerns; yet they acknowledge the potential of phones as educational tools in older students’ learning when integrated effectively. Most agree on the need for policies paired with instruction on responsible, purposeful use. Digital textbooks on phones are viewed as a promising but conditional advantage, reliant on thoughtful implementation.
- Teachers' perspectives on the use of mobile phones in classrooms reveal a need for policies that balance restriction during younger cycles with the potential beneficial integration for older students.
- Despite concerns about distraction and social skills, nearly half of teachers recognize the value of mobile phones as learning tools when effectively integrated by trained educators, particularly for older students.
- With the Government's plan to move towards digital textbooks for schools, there is a growing need for teacher training and curricular support to ensure responsible use and effective integration of mobile phones in the classroom.
