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

这个提议是建立在我的博士学位的基础上的。智利青少年在学校使用手机的研究”（Ruiz, 2019）。本研究旨在了解智利两所学校学生（15-16岁）使用手机的谈判过程。该项目发现，就学校官员、教师、家长和同龄人的不同利益（通常存在争议）相互联系而言，谈判是多关系的。在这种情况下，青少年不仅仅是抵制或娱乐自己，而是在平衡他们与成年人和同龄人的关系（线上和线下），他们在手机中看到了不同的机会和不良影响。从这个意义上说，成年人和学生参与谈判过程，而不是青少年强加自己的方式。这与通常认为在学校使用手机是一种个人行为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，需要制定学校规定，而不仅仅是为了避免不良后果或控制学生的行为，而是为了创造最佳的学习条件，促进安全使用手机和发展数字技能。正如我的研究显示，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定，包括学生的观点，导致共同所有权，更有可能被积极接受和可持续。因此，该提案旨在提供一种多关系的方法来理解、研究和定义学术界和利益相关者之间关于在学校使用PMT（如移动电话）的规定。为了实现这一目标，将与研究人员、学生、教师和其他利益相关者一起开发参与式研究方法，以确定学校中与PMT相关的挑战和问题，确定建议，并为学校、教育工作者和领导者提供资源。这个项目是必要的，因为广泛关注PMT在学校。例如，许多国家的研究表明，尽管学校在全国范围内禁止PMT，但学生们坚持带着它们，导致处理这种情况的方法多变且不一致（Khomami, 2017）。在这方面，需要支持确定利害攸关的利益，并在学校之间分享经验和良好做法。其次，多关系方法将为PMT使用法规和更广泛的年轻人技术使用提供新的视角，这往往侧重于风险保护和道德恐慌（Third et al., 2019）。该项目的方法促进平衡相互关联的利益和需求（机构、教师、家长和学生），让不同的利益相关者参与进来，创造教育机会，发展负责任使用PMT的技能。这在中学教育中尤为重要，因为中学对手机的使用限制不那么严格（Vandoninck et al., 2018）。最后，该项目具有教育价值和重要性，因为人们对使用PMT的学校策略、斗争和良好实践知之甚少。随着当前全球2019冠状病毒病大流行和学校关闭的实施，随着师生关系和同伴关系、学生参与和课程交付的变化，PMT的使用将变得越来越重要。因此，该提案是一个及时的贡献，将有助于改变辩论和学校实践。在奖学金结束时，我希望：推动智利和英国学校PMT法规制定方式的变革；为研究人员和教育利益相关者的研究和实践提供了一个多关系框架；创建了一个国际网络来支持项目的参与者，未来的影响机会，以及我未来的学术生涯规划；增强了我对参与式方法的认识和实践，以及我对教育系统的了解，使我能够发现新的研究空白，以便进一步研究。

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.