Personal mobile technologies in secondary schools: developing international partnered efforts and participatory methods for debate and decision making

这项提案建立在我的博士论文《没有手机我会死。智利青少年在学校使用手机的研究》(Ruiz，2019)的基础上。这项研究旨在了解智利两所学校内15-16岁学生使用手机的协商过程。该项目发现，就学校官员、教师、家长和同龄人的不同--也是普遍存在争议的--利益的相互关联而言，谈判是多重关系的。在这种情况下，青少年不只是抵制或娱乐自己，而是在平衡他们与成年人和同龄人的关系(线上和线下)，他们在手机上看到了不同的机会和不良影响。从这个意义上说，成年人和学生参与了谈判过程，而不是青少年强加给他们自己的方式。这与通常认为在学校使用手机是个人或仅仅是自我控制的观点相矛盾。这些发现的一个关键含义是，需要学校监管，不仅是为了避免不良后果或控制学生的行为，而且是为了创造最佳的学习条件，促进安全的手机使用和数字技能的发展。正如我的研究显示的那样，在学校禁止使用手机并没有减少紧张局势，也没有减少手机的使用。因此，在对话和妥协的基础上制定的规则，包括学生的观点，导致共同所有，更有可能得到积极的接受和可持续的。因此，该提案旨在提供一种多元关系的方法，以便在学者和利益攸关方之间了解、研究和确定有关在学校使用移动电话等PMT的法规。为了实现这一目标，将与研究人员、学生、教师和其他利益攸关方共同开发参与式研究方法，以确定与学校PMT有关的挑战和关切，确定建议，并为学校、教育工作者和领导人提供资源。由于学校对PMT的广泛关注，这个项目是必要的。例如，许多国家的研究表明，尽管国家禁止在学校使用PMT，但学生仍坚持携带PMT，导致处理这种情况的方法多种多样且不一致(Khomami，2017)。在这方面，需要提供支持，以确定利害关系，以及在学校之间分享经验和良好做法。其次，多关系方法将为监管私营部门技术的使用和更广泛地关注风险保护和道德恐慌的年轻人的技术使用提供一个新的视角(Third等人，2019年)。该项目的方法促进平衡相互关联的利益和需要(机构、教师、家长和学生)，涉及不同的利益攸关方，以创造教育机会和培养负责任地使用PMT的技能。这在中学教育中尤其重要，因为那里的手机使用限制不那么严格(Vandoninck等人，2018年)。最后，该项目具有教育价值和重要性，因为人们对学校使用PMT的战略、斗争和良好做法知之甚少。随着目前全球范围内的艾滋病大流行和学校停课的实施，PMT的使用将随着学生-教师和同伴关系、学生参与和课程交付的变化而变得更加重要。因此，这项提议是一个及时的贡献，将有助于改变辩论和学校实践。到奖学金结束时，我希望：推动智利和英国学校制定PMT法规的方式发生变化；为研究人员和教育利益攸关方提供一个研究和实践的多关系框架；创建一个国际网络，以支持该项目的参与者、未来的影响机会和我未来的学术生涯计划；并增强我对参与式方法的知识和实践以及我对教育系统的知识，使我能够为进一步研究确定新的研究差距。

This proposal builds on my PhD "I'd die without it. A study of Chilean teenagers' mobile use in school" (Ruiz, 2019). The study aimed to understand the negotiation process of students' (15-16 years old) use of mobile phone within 2 schools in Chile. The project found that the negotiation was multi-relational in terms of the interconnection of diverse -and commonly contested- interests of school officials, teachers, parents and peers. In this landscape, teenagers rather than just resisting or entertaining themselves, were balancing their relationships (online and offline) with adults and peers, who see in the mobile phone different opportunities as well as undesirable effects. In that sense, adults and students engaged in a negotiation process rather than teenagers imposing their ways. This contradicts commonly views of phone use in school as something individual or a matter of just self-control. A key implication of these findings is that school regulations are needed, not simply to avoid undesired outcomes or to control students' behaviors, but to create optimal conditions for learning, promote safe phone use and development of digital skills. As shown in my research, mobile phone bans in schools did not reduce tensions nor their use. Therefore, regulations developed on dialogue and compromise, and which include students' perspectives, result in co-ownership, more likely to be positively received and sustainable. The proposal aims, therefore, to provide a multi-relational approach to understand, research and define regulations regarding the use of PMT in school, such as mobile phones, among academics and stakeholders. To achieve this, participatory research methods will be developed with researchers, students, teachers and other stakeholders to identify challenges and concerns relating to PMT at schools, define recommendations, and produce resources for schools, educators and leaders. This project is needed due to wide concerns on PMT in schools. For instance, research in many countries suggest that despite national PMT bans in schools, students persist in bringing them, resulting in variable and inconsistent approaches to deal with the situation (Khomami, 2017). In this context, support is needed to identify interests at stake, as well to share experiences and good practices among schools. Secondly, a multi-relational approach will provide a novel perspective on the regulations of PMT use and young people's technology use more broadly, which has tended to focus on risk protection and moral panics (Third et al., 2019). This project's approach promotes balancing interconnected interests and needs (institutional, teachers, parents and students), involving different stakeholders, to create educational opportunities and development of skills for responsible use of PMT. This is particularly important in secondary-level education, where the phone use restrictions are less strict (Vandoninck et al., 2018). Finally, the project is of educational value and importance as little is known around schools strategies, struggles and good practices in the use of PMT. With the current worldwide covid19 pandemic and implementation of school closures, the use of PMT will increase in importance with changes in the student-teacher and peer relationships, student engagement and curriculum delivery. Thus, the proposal is a timely contribution that will help to shift the debate and school practice. By the end of the fellowship, I hope to have: promoted a change in the ways PMT regulations are developed in Chilean and UK schools; provided a multi-relational framework to researchers and educational stakeholders for research and practice; created an international network to support the project's participants, future impact opportunities, and my future academic career plans; and enhanced my knowledge and practice of participatory methods and my knowledge on educational systems, allowing me to identify new research gaps for further research.