Technology: Australia’s Phone Bans and Educational Use

Abstract

This chapter explores the sociology of education concerns around the phenomenon of ‘technology’ and presents pertinent research. Around the world technological advances are inspiring wildly different governance responses. Whereas in China and Russia technology is controlled through strong cybersecurity measures, and doubly seen as a weapon for geopolitical uses, in Sweden students are being taught computer coding from a young age. In Australia, new technology bans are being introduced into school settings. Voices of Experience survey participants were asked about their schools’ approaches to technology (phones, Internet, computers). Almost two fifths selected a description of a liberal educational technology approach where the school allowed technology (e.g. phones) in the classroom if students had it, mainly for learning purposes. Over a third of Australians reported their school had a conservative restrictive technology approach and mainly banned technology (e.g. phones) from the classroom or restricted their access – this will likely increase in NSW based on new state policies. The study showed the approach may be associated with negative impacts for engagement and wellbeing. Under a quarter of Australians reported that their school had a critical equitable technology approach supplying technology for all, encouraging technology skills and rights. The approach had the most positive student wellbeing outcomes. It was unfortunately most often experienced by those from high wealth and resource backgrounds, those least in need of technology access aid. Only a very small group (4.57%) reported that their school had a complex post-modern technology ethics approach interrogating the pros and cons of many technologies real and imagined, in philosophical debates. Tutorial questions for this chapter ask readers to consider how their school covered technology, analysis of technological artefacts and designing of lesson plans around technology.