Planning Together: A Playbook for Student Personal Device Policies
Authors: Teddy Kim; info@ciddl.org
The widespread use of Personal Electronic Devices (e.g., smartphones, smart watches, handheld games) and related social media (e.g., Instagram, X, TikTok) in schools has sparked significant debate due to their dual role as tools for learning and sources of distraction. Several research studies highlight the negative impacts of unregulated personal electronic device use on students' concentration, mental health, and academic performance. This concern prompts schools to explore policies that balance access with focus. The U.S. Department of Education's "Planning Together: A Playbook for Student Personal Device Policies" offers a structured, research-informed approach to designing equitable and collaborative policies. Centered on co-design with students, educators, and parents, the Playbook provides a four-step framework to build teams, set clear goals, understand device usage, and iteratively refine policies based on data.
The Role of Authentic Co-Design in Policy Creation
Co-design lies at the heart of this Playbook. Schools can create policies that address diverse needs while fostering autonomy and agency by treating students, parents, and educators as equal partners in decision-making. This approach strengthens trust and promotes policy adherence, as stakeholders feel their voices are heard and respected. Strategies for effective co-design include flattening traditional hierarchies or power dynamics during meetings, such as seating participants in a circle, using the same title such as “designers” or “policymakers” rather than students, teachers, principals, or superintendents to empower participants, and avoiding interruption when communicating.
The Four-Step Framework for Policy Development
Step 1: Build Your Team
Building a team to design a school device policy requires careful consideration of diversity, trust-building, and stakeholder participation. A balanced team size is essential, with a core group of designers supported by diverse stakeholders to ensure all perspectives are represented. Trust can be built through sharing experiences, shadowing, and collaboration while guiding principles for engagement promote inclusivity.
Step 2: Define Your Goals
The goal of this stage is to create a shared, student-centered statement of purpose that defines what the partnership aims to achieve and why, allowing flexibility as new data emerges. When developing a device policy, it is essential to consider legislative or regulatory contexts and determine whether the focus is on implementing within an existing framework or fully rethinking policies. The statement should be specific, outlining desired behaviors and impacts on students, families, and teachers while remaining optimistic and solution-oriented.
Step 3: Build a Collective Understanding of the Issue
This step aims to build a collective understanding of the impacts of devices on students in school and the policies governing their use and presence. This includes diagnosing the issue, examining underlying research on the issue that may challenge initial assumptions, building an understanding of key stakeholders’ experience with the issue (e.g., student, educator, family experience), and understanding the policy issue within the context of the school environment by collecting data from the school community.
Step 4: Gather Data and Insight and Iterate as Needed
The final step focuses on gathering data and iterating policies as needed. Implementation should be accompanied by continuous evaluation to ensure effectiveness. Metrics such as attendance, grades, disciplinary actions, and survey data can provide insights into the policy’s impact. Regular feedback loops with stakeholders allow for refinements, ensuring the policy evolves to meet emerging challenges and incorporates advancements in educational technology.
Key Considerations for Effective Implementation
Implementing a device policy requires careful attention to training, communication, and digital citizenship. Educators and staff must be trained to enforce policies consistently. At the same time, schools should also address exceptions for students who rely on devices for health or accessibility reasons, such as those with Individualized Education Programs (IEPs) or 504 plans. Clear communication of the policy’s rationale and expectations to all stakeholders minimizes misunderstandings and resistance. Additionally, pairing device policies with lessons on media literacy and responsible technology use can help students develop healthier digital habits, ensuring the policy aligns with broader educational goals.
An Actionable Guide
In conclusion, this playbook provides a thoughtful and actionable guide for schools to navigate the complexities of personal device use. Emphasizing co-design and incorporating diverse perspectives empowers educators, students, and parents to collaboratively create equitable, research-informed policies that balance the benefits of technology with the need for focus and well-being. Successful implementation relies on transparent communication, continuous evaluation, and a commitment to fostering digital citizenship. This Playbook serves as a valuable resource for education leaders seeking to create learning environments that are productive in the digital age.
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Academic Citations
- Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference?. Education and Information technologies, 22, 3063-3079.
- Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379-390.
- Elhai, J. D., Dvorak, R. D., Levine, J. C., & Hall, B. J. (2017). Problematic smartphone use: A conceptual overview and systematic review of relations with anxiety and depression psychopathology. Journal of affective disorders, 207, 251-259.
- Sunday, O. J., Adesope, O. O., & Maarhuis, P. L. (2021). The effects of smartphone addiction on learning: A meta-analysis. Computers in Human Behavior Reports, 4, 100114.
- Zuair, A. A., & Sopory, P. (2022). Effects of media health literacy school-based interventions on adolescents’ body image concerns, eating concerns, and thin-internalization attitudes: A systematic review and meta-analysis. Health Communication, 37(1), 20-28.