From utilization to restriction: how mobile phone use transforms secondary education in the current context

Abstract

This study examines the repercussions of restricting mobile phone use in secondary school classrooms in Mexico City following the COVID-19 pandemic. During the distance learning period, mobile phones were essential; however, upon the return to in-person classes, their use was limited, potentially affecting students' learning, motivation, and cognitive functions. The study, employing a quantitative approach with a non experimental transactional design, was conducted from June 24 to July 26, 2024, at a public secondary school located in the Gustavo A. Madero district. A probabilistic sample of 298 students and 37 teachers was selected through simple random sampling. Data were collected through questionnaires validated by expert judgement, with internal consistency measured by Cronbach's Alpha coefficient and content validity measured using Aiken’s V coefficient. The results reveal a disconnect between the educational potential of mobile phones and their implementation in the classroom. Although students acknowledge the usselfulness of mobile phones for learning, teachers do not integrate them as an educational tool. This highlights the need to strengthen teacher training in mobile technologies and reassess current educational policies. The findings challenge the idea that mobile phones serve as a true extension of the mind, suggesting a gap between their educational potential and classroom use. Future research employing mixed-methods and longitudinal approaches is recommended to deepen the understanding of mobile phones' impact on education.