ANALYSIS OF THE IMPACT OF MOBILE DEVICE USE IN CLASSROOMS

Abstract

The article is a narrative review of the most relevant aspects present in the scientific literature regarding the use of mobile devices in classrooms. This topic has been a subject of debate in recent years, especially in the post-pandemic period, during which the integration of technology to sustain the continuity of educational systems, among other factors related to mandatory isolation, has made students more dependent on screens. Numerous studies have shown that mobile devices can have both positive and negative impacts on the educational environment. The purpose of this work is to conduct a review and analysis of the literature produced in the post-pandemic period on research aimed at determining these impacts, examining the issue of the digital divide, and analyzing national regulations on the subject. In general, there are two extreme positions: on one hand, some research highlights that mobile phone can be powerful tools for interactive and personalized learning, allowing access to a vast amount of information and educational resources, which can enrich classes and promote independent research. Additionally, educational applications and learning platforms can be tailored to the individual needs of students, improving inclusion processes and also facilitating and promoting collaborative work. On the other hand, significant negative impacts are documented, such as the lack of self-regulation leading to distraction, which decreases concentration and participation in academic activities. Furthermore, excessive use of mobile phones can affect social skills and face-to-face interaction, which are crucial for interpersonal development. The literature also suggests that texting can cause problems with writing and reading comprehension.