To what extent was the nationwide smartphone restriction intended as a measure to enhance student development?
By Nguyễn Xuân An Khôi
The new nationwide restriction on smartphone usage in schools, which took effect in early September this year, has sparked discussions about its potential impact on students' learning and development. The prohibition was announced by the director of the Department of Education and Training, to help students focus more in class and strengthen connections with peers.
First proposed in late 2024 and officially announced in July of this year, the legislation prohibits the use of smartphones nationwide, even during recess, leading many schools to seek alternatives to online platforms that require students to have their devices on-site.
While the legislation is intended to reduce distractions and improve social interaction, many educators and parents are expressing mixed opinions about the challenges posed by smartphone inhibition. In light of the COVID-19 pandemic and subsequent lockdowns, many school activities have transitioned to an online format. As a result of the lasting legacy of the COVID-19 pandemic, smart devices have become a permanent requirement for learning. This shift has integrated platforms like Microsoft Teams, Google Classroom, and Waygrounds into the daily productivity of WISers, a transition exemplified by Wellspring Saigon's post-pandemic policy encouraging the use of smart devices in class.
In response to the new restrictions, Wellspring provides WISers with laptops on demand; however, the supply of laptops does not meet the needs of every classroom, and peak times, such as during MAP tests, can further strain this supply chain.
Additionally, students have found an oversight in the policy. While smartphone usage in class is prohibited, the regulation does not explicitly mention personal computers and tablets. Despite efforts to prevent their use, many students still interact with these devices in class.
Despite these challenges, many, particularly worried educators and parents, can see the benefits of the legislation. Observations indicate that students are communicating more with their peers and often use recess time to complete unfinished work or engage in reading.
The ongoing challenge of the legislation is determining whether it can effectively balance reduced distraction with modern educational needs. Observers note that the policy’s impact may depend on how schools and teachers adapt their methods under the new restrictions.
