Is the “mobile-first” approach best for students?
In a world where smartphones dominate the market, using these devices for education seems practical. However, the “mobile-first” approach may not be the best for productive learning.
Drawing the line on phone distribution is difficult. Although cellphones provide limitless access to information and services, this capability sometimes causes more harm than good.
When it comes to technology management, even adults have trouble creating healthy limits on screen time. Constant stimulation from social media, messenger applications and other apps challenges one’s ability to stay present in their everyday lives.
In an environment which intends to foster education, the mobile-first approach might not be the best platform. The question then becomes: which technology platform maximizes learning while keeping addictive habits and social media exposure to a minimum?
Former Google Manager Tristan Harris discussed the addictive nature of certain apps in a 60 Minutes piece. Harris’s studies indicate that copious amounts of phone usage alter the brain chemistry of the user. Certain apps are designed to “brain hack,” meaning they are infiltrated with rewards which alter the viewer’s brain chemistry. Chemicals are released upon earning the rewards, which form trigger habits.
According to a study by the National Institutes of Health (NIH), “As users stumble onto these hidden treasures, the surprise stimulates production of a brain chemical called dopamine. Neurologists told us dopamine signals the body that something pleasurable is about to occur. It plays a pivotal part in cravings and desire.”
Through social media exposure, young people are taught to compare themselves to others and focus on trivial statistics such as likes and comments. Even in countries with more access to mental health resources, young people still experience negative side effects due to social media. According to a study from the Royal Society for Public Health, “Snapchat, Facebook, Twitter and Instagram all led to increased feelings of depression, anxiety, poor body image and loneliness.”
With a mobile-first approach, young students are more exposed to the negatives of social networking apps. Certain platforms have acknowledged their bullying potential and are trying to combat them with new features. For example, Instagram will now test a “shadow ban,” which allows an account to “restrict” another user by making their comments only visible to themselves. If students are already using social platforms as a soapbox for bullying, this reality detracts from the legitimacy of the mobile-first approach.
Another negative aspect of this approach regards net neutrality. In places with little internet access, social media sites can manipulate these rules. In a 2014 Facebook campaign, CEO Mark Zuckerberg was under fire for services which allegedly violated net neutrality laws. This controversy elicited rippling consequences and eventually led to India rejecting Facebook’s Free Basics.
Students need to create and consume content in a manner which adapts to their conditions. Communities should have access to a resource which is suitable for a personalized educational experience. Ideally, this practice would help students write papers, create presentations and absorb substance in a productive format.
In the Mindoro Island of the Philippines, students are using Keepod to educate themselves about various agricultural methods. Through internet research, these students provided their communities with a new knowledge of farming and how to maximize their local resources.
Similarly, in the College Socka Bongue School in Cameroon, students are staying after school to conduct research on their Keepods. Through personalized computing, the children educated themselves about health awareness. This especially empowered young female students.
By distributing educational resources, especially in a classroom setting, students use technology in a productive manner. Rather than having non-stop access to social media and other time-consuming apps, students use their scheduled computing time in a way which benefits their community.
