Digital Prohibitionism in the Classroom: A Critical Analysis of the Shift from Enthusiasm to Restriction
DOI:
https://doi.org/10.56219/trascendere.v2i8.6315Keywords:
Mobile device, education, ban, digital competenceAbstract
In just one decade, mobile devices have gone from being celebrated as innovative and revolutionary tools in educational contexts to becoming the target of restrictive measures aimed at excluding them from the classroom. This essay critically analyzes the empirical evidence that supports or refutes this normative shift. It argues that although there are significant findings pointing to the negative impacts of mobile multitasking on memory and concentration, blanket prohibition policies lack solid empirical support. Instead of succumbing to false dichotomies that force a choice between uncritical acceptance and impulsive rejection, it is appropriate to seek more balanced positions. This essay proposes a third path grounded in critical digital education, intentional methodological designs, and teacher training. It concludes that the challenges do not depend on technology itself, but rather on pedagogical processes, and that incorporating tools without criteria is as ineffective as banning without educating.
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