In today’s hyperconnected society, where immediacy often distracts us from the present moment, schools are facing a crisis in student interactions. The use of cell phones in classrooms has been found to impact concentration, learning, emotions, and academic performance while hindering socialization among students. Recognizing these challenges, the Ministry of Education in Buenos Aires established guidelines last year to regulate cell phone usage in schools, distinguishing between pedagogical and recreational purposes.
Amidst a sea of narratives surrounding this debate lies a stark reality: students connected to screens but disconnected from one another. In response to this growing concern, educational institutions both in Buenos Aires and across the country are implementing various pedagogical strategies with unique dynamics to foster a healthier and more mindful relationship with technology.
At Escuela de Educación Media N° 6 in Villa Soldati, they observed a decline in academic performance among students and noticed that most disciplinary issues stemmed from cell phone use in class—leading to live streaming during lessons or conflicts originating on social media. Martín Ortiz Herrero, the school’s rector, expressed his concerns about dwindling focus and interest among students due to excessive screen time impacting their ability to engage effectively for extended periods. He highlighted how reading from screens fails to stimulate memory compared to reading from physical books.
A student named Zoe Chamorro shared her perspective on the initiative aimed at reclaiming attention and concentration:
“The cell phone is like a drug. Many use it in class but struggle with understanding assignments when reviewing them at home.”
This project yielded positive outcomes such as reduced disciplinary incidents and improved class engagement—an affirmation reinforced by subsequent Ministry of Education resolutions.
Transitioning to Nueva Escuela Argentina 2000 (NEA 2000) in Belgrano fighting against screen overexposure since 2011 by introducing shared silent reading sessions complemented by guided meditation starting last year. Alejandra Salonia, the school director, emphasized how these activities promote concentration as an antidote against digital distractions while enhancing cognitive development and reducing stress levels among students.
Agustín Pereda’s experience as primary school director at Nuestra Señora de Las Nieves underscored their zero-tolerance policy towards cell phone use—even during recreational times—to encourage interpersonal communication over screen-based interactions. Witnessing a notable shift towards traditional games and increased personal interaction post-implementation highlighted the benefits of reducing cellphone dependency within educational settings.
David Solari—head of secondary education at the same institution—noted their strict protocols permitting cellphone usage solely for educational purposes under teacher supervision within classrooms except for designated payment transactions during breaks. Addressing online gambling behavior amongst high schoolers prompted personalized workshops focusing on mitigating tech dependency through dialogue sessions—a preventive measure against potential suspensions due to repeated infractions.
Shifting focus towards practices that inspire curiosity rather than combativeness proved successful at Escuela Nuestra Señora de Luján de los Patriotas under Hector Foce’s leadership—an approach emphasizing meaningful learning experiences steering attention away from cellular distractions.
Similarly, initiatives across different provinces such as San Luis Gonzaga School in Mendoza mandated temporary device storage during classes—a reflection of ongoing efforts nationwide aiming to minimize cellphone distractions within educational environments for enhanced learning outcomes.
Víctor Palacios from Instituto Juvenilia de Mar del Plata highlighted the need for immersive teaching experiences incorporating contemporary cultural objects alongside moments devoid of cellphones—transforming devices into occasional allies rather than adversaries through collaborative knowledge creation activities among students.
Understanding resistance faced when attempting to shift focus away from cellphones especially with older students underscores ongoing challenges encountered by educators striving for enriched learning environments amidst pervasive digital influences according to expert Marian Rojas Estapé—as society navigates increasingly digitized landscapes offline preparation becomes imperative.
