15th December, 2023

On Monday, I have to give a 5-minute presentation to my supervisor and some peers. My script is below and here are my slides: Exploring Mobile Phone Bans in British Schools.

Introduction

Hello, I'm Laura Kirsop, pursuing my Master's in Sociology of Education. Today, I'll share my research proposal for my dissertation on mobile phone bans in British schools.

This topic has recently attracted attention as the government published guidance in early October stipulating that students’ use of mobile phones should be banned during the school day. This guidance formalises a practice many schools have been implementing for years.

Background and Rationale

Ownership of mobile phones is nearly universal among children aged 12 and over in the UK (Ofcom, 2023). But 60% of schools now enforce complete bans during the school day (Teacher Tapp, 2023).

I've noted interesting commentary on this topic recently. For example, some discussions frame these bans as necessary to protect young people from Big Tech’s manipulative tactics, like in this tweet from one of Britain’s most famous headteachers.

Aims and Research Questions

In this research, I aim to deeply understand the rationale and implications of mobile phone bans in secondary schools in the UK. My investigation revolves around these key questions.

1. What are secondary school teachers and leaders’ motivations for introducing phone bans?
2. How have their views on mobile phones and young people evolved over time?
3. What are their experiences of implementing phone bans?
4. What impact do they believe phone bans have on students?
5. What opportunities does the absence of phones afford us?

The final question was posited by the sociologist Neil Selwyn in a 2020 article.

Theoretical Framework

My theoretical approach is influenced by the philosopher Ivan Illich, particularly his 1973 work, 'Tools for Conviviality.'

Illich champions the idea of 'convivial tools' rather than ‘manipulative tools’ and introduces the concept of two watershed moments in the adoption of a technology. The first watershed represents a point where the technology brings net benefits to society, while the second signifies a tipping point where it begins to have a negative impact.

So, are we at the second watershed moment with mobile phones? And if they are increasingly not present in schools then what can we do with their absence? What might convivial alternatives look like?

To explore this, I will look at sociological literature using search terms like 'mobile phone bans in schools' to frame my literature review.

Methodology

This study will adopt praxis partnerships as its foundational strategy. Following Louise Archer’s suggestion, it will emphasise service principles, aiming to work collaboratively with teachers and school leaders.

A brief survey will be designed to gather initial opinions on mobile phone usage in schools. This will serve two purposes: to obtain a general understanding of the prevailing attitudes and to identify potential participants for more in-depth discussions.

The core of data collection will involve conducting semi-structured interviews with school leaders. These interviews will allow a deeper exploration of their experiences, motivations, and views on mobile phone bans.

The collected data will undergo thematic analysis to answer my research questions.

Ethical Considerations

In terms of ethical considerations:

Informed consent will be a priority, ensuring participants are fully aware of the research objectives, especially given the sensitivity around educational policies.

Confidentiality will be strictly maintained to protect the professional identities of participating educators.

Data security protocols will be established to safeguard all information gathered.

The study will be submitted for ethical review by UCL.

And I’ll use reflective practice to ensure the research serves the interests of the academic community and the educators involved.

Conclusion and Discussion

In conclusion, my research proposal focuses on the evolving issue of mobile phone bans in schools, exploring whether we are at a second watershed moment where school leaders seek to control the technology because it has begun to have a net negative impact on young people.

Through qualitative methods, including surveys and interviews with teachers and school leaders, I will understand their motivations and experiences and begin to answer the question of what can we do with the absence of phones? What opportunities does it afford us? What might convivial alternatives look like?

I welcome feedback, insights and questions. Thank you.

References

Archer, L. (2020) ‘The shape of things that are and were’ and ‘the shape of things to come’: some reflections on the sociology of education at the 40th anniversary of BJSE, British Journal of Sociology of Education, 41:6, 900-909

Department for Education (2023), Mobile phone use to be banned in schools in England, https://www.gov.uk/government/news/mobile-phone-use-to-be-banned-in-schools-in-england

Illich, I. (2021), Tools for Conviviality, Marion Boyars

Ofcom (2023), Children and Parents: Media Use and Attitudes https://www.ofcom.org.uk/__data/assets/pdf_file/0027/255852/childrens-media-use-and-attitudes-report-2023.pdf

Selwyn. (2020). Banning mobile phones from classrooms—An opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology., 52(1), 8–19. https://doi.org/10.1111/bjet.12943

Teacher Tapp (2023), Time sinks, phone bans and education influencers https://teachertapp.co.uk/articles/time-sinks-phone-bans-and-education-influencers/