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The argued for technology to be used in class only when it supports learning outcomes. This message includes the use of smartphones.  

Source: GEM Report PEER profiles,  

In some cases, some bans have become more stringent in the last year. In China, the city of Zhengzhou the use of phones in primary and secondary schools, demanding that parents provide written consent that a phone was really needed for pedagogical reasons. In France, a ‘‘ was suggested in lower secondary schools as an add-on to the already existing phone ban at other education levels. At the opposite end, reversed its ban due to the opposition by disability groups for medical purposes. 

This mapping did not include all sub-national jurisdictions in federal countries, although four were assessed in detail. For example, In Australia, two of the nine territories (New South Wales and South Australia) have introduced bans, while in Spain, all but 3 of the 17 autonomous communities (Basque Country, La Rioja, Navarre) have introduced bans. in the United States, 20 out of its 50 states have regulations now in place, from the in California to the for K-12 classrooms in Florida, the on students using portable wireless device in Indiana and another ban in    

Among the new words added to the Oxford Dictionary in 2024 were ‘doomscrolling’ and ‘brain-rot’. Both are symbols of the omnipresence of unhealthy social media usage driven by artificial intelligence algorithms. The showed that some technology can support some learning in some contexts, but not when it is overused or inappropriately used. Having a smartphone in class can disrupt learning. which looked at pre-primary through to higher education in 14 countries found that it distracted students from learning. Even just having a mobile phone nearby with notifications coming through is enough to result in students losing their attention from the task at hand.  found that it can take students up to 20 minutes to refocus on what they were learning once distracted.  Removing smartphones from schools in Belgium, Spain and the United Kingdom was found to improve learning outcomes, according to a study , especially for students that were not performing as well as their peers. 

In addition to the impact on learning, there are also privacy concerns when specific applications collect user data unnecessary for these applications to work. As of 2023, only 16% of countries explicitly guaranteed data privacy in education by law, however. found that 89% of 163 education technology products recommended during the pandemic could survey children. Further, 39 of 42 governments providing online education during the pandemic fostered uses that risked or infringed on children’s rights.  

The 2024 Gender version of our report, , also laid out the way that technology in practice often exacerbates negative gender norms or stereotypes. Social media use in particular impacts girls’ well-being and self-esteem. The ease with which cyberbullying can be magnified through the use of online devices in the school environment is a cause of concern, as is the biased design of artificial intelligence algorithms.  

The GEM Report calls for decisions about technology in education to prioritize the needs of the learner, making sure that any uses of technology are appropriate, equitable, scalable and sustainable. 

Students need to learn the risks and opportunities that come with technology and not be shielded from them entirely.  But countries need to give better guidance on what technology is allowed in school and what is not, and on its responsible use. Only technology that has a clear role in supporting learning should be allowed in school.