From Cigarettes to Cars: Metaphors that Shape Our Approach to Cell Phones in Schools
Last week, I launched a poll in the "eLearning Industry" LinkedIn group to gauge the prevailing metaphors educators use to conceptualize cell phone use in schools. Over six days, we gathered perspectives from 63 education professionals. The diverse responses illustrate the spectrum of views in our sector.
Here’s what I take from each metaphor, and how they could shape different policies and practices:
?? 1. Cell phones are like Cigarettes:
This was one of the most popular metaphors, revealing skepticism towards any benefits of cell phone and social media use among students. Maybe these educators would lean into historical misrepresentation of tobacco as benign, featuring ads from doctors in the 1950s. Cigarettes also highlight the social dynamics—the peer pressure to sneak a smoke in the bathroom, between class periods.
?? 2. Cell phones are like Cars:
Equally popular was the analogy to cars. The popular idea is to regulate cell phone use similar to how we license drivers—a skill that, while essential, is also a leading cause of mortality among teens. This metaphor suggests a structured approach: educate, license, and then allow use under specific conditions. Restrict use as a penalty for endangering others, etc. It reflects the necessity of cell phones in adult life, while drawing a parallel to the need for responsible and safe operation. Unlike cars, students do not bring cell phones into the school building. While a majority of high school students own a smart phone, many students never own or drive a car.
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?? 3. Cell phones are like Chromebooks:
Not far behind was the comparison to Chromebooks, emphasizing that many educators rely on personal devices for students to access digital learning. Many schools and districts do not have 1:1 devices, and that is more true globally than in US public education. Unlike cell phones, Chromebooks are generally used within the controlled environment of the classroom and are essential tools for modern education. This metaphor underlines the need for digital tools in learning, while also acknowledging their potential misuse.
?? 4. Pocket-knife Metaphor:
The least popular (but still my favorite) comparison was to pocket knives. This metaphor acknowledges the utility of smartphones—they can do many useful things but also pose risks. Similar to the strict prohibitions against knives in schools and on airplanes, this metaphor supports strict regulations for smartphones to prevent their misuse as weapons. I used blades in my middle school wood-shop, learned to weld in high school, used many power tools when appropriate, and yet, carrying a pocketknife in my school backpack was an unquestioned no-no.
What's your mental model?
None of these mental models is perfect. I always benefit from tugging at the shortcomings of each. My hope is that we will gain some awareness of our own assumptions and we'll learn to communicate more productively with parents, teachers and students who have a different set of experiences and priors they bring to their metaphor.
What do you see as the shortcomings in these metaphors? What's your favorite mental model for thinking about cell phone use in our schools?
"Science is the belief in the ignorance of experts." -Richard Feynman
6 个月David Malbin love the use of metaphors to highlight how we think about things. Thanks for sharing this
Senior Director of Curriculum Design at Integral Ed
6 个月I really like the car metaphor and the idea that students would have lessons on use in (or after?) school - the benefits and the dangers. My biggest concern with any bans or protocols is the additional stress and work it puts on teachers to manage them. I hope districts, admin and parents can help support!