BY KAHA G.

As the sun rises over the horizon, a new day begins, full of endless possibilities and opportunities. With the world at our fingertips and technology advancing quickly, it’s no wonder that we’re constantly bombarded with information and distractions. Amidst all the noise and chaos, finding the right balance between education and technology and minimizing distractions is crucial for creating a good learning environment. Today, let’s explore the recent cell phone regulations in Ontario schools and their impact on students. As well as my opinion as a student on it and how technology is affecting our youth.

According to thestar.com, Ontario’s Education Minister Stephen Lecce recently announced new cell phone regulations in schools that have sparked mixed feelings among students. From September, every public school in Ontario will be required to enforce uniform rules regarding cell phone usage. For kindergarten through grade six students, this means keeping phones on silent and out of sight throughout the school day. While older students in grades seven and above will have some freedom to use their devices during breaks; the ban will be in effect during class time.

Many students rely on their smartphones for various purposes, from research to communication with others. While the goal of enhancing focus and concentration is important, students worry about the potential impact on their ability to engage with technology as a learning tool. I think that the phone ban won’t be that bad, and it will give students who use their phones often when the teachers give a lesson no choice but to listen. However, I think we should be able to use our phones in classes teaching other languages like French. Or, at least during times when we are expected to write something down in French, we should be able to search for words and sentences we don’t know for these writing activities.

Furthermore, the government’s decision to involve parents in the enforcement of these regulations is both good and challenging. While parental support is essential for the success of these measures, it also means facing potential consequences at home if students fail to comply with the rules.

Despite these concerns, finding the right balance between education, and technology and minimizing distractions is crucial for creating a healthy learning environment. As Premier Doug Ford puts it, “While you’re in learning, you’ve got to learn.”

Before I end this article, I would like to discuss why it is necessary to mention students from kindergarten to grade four in this ban. First of all, they shouldn’t have phones, because they aren’t old enough. It is crazy for me to imagine little kids of these ages to be putting away their phones until the end of the day. As much as we want to deny it, I think it’s the parent’s fault. At this age, we shouldn’t be giving phones to children at that age at home let alone to take them to school. An iPad at home is fine but phones; ridiculous!

Why are people letting the internet take the role of the parents by teaching kids? Trust me, I know that my generation (Gen Z) is messed up, but if we’re this bad imagine the generations to come. If we increase the time kids spend on technology, when are they going to have time to go outside and play in the park and to be a kid? Children in grade two are asking for air pods and phones. Although having a set screen time for children like (1-2) hours is reasonable, we should normalize having a balance between tech and education.

Most of us have that impulse to reach for our phones, and it is because we’re addicted.  If we’re freaking out that we won’t have a phone during school, then it tells us how we have been doing as a society. Normalizing balance for students in pre-K and up is crucial for our success.

When enforcing regulations: educators, policymakers, and students need to consider different perspectives. This is by promoting discussion and collaboration between students, parents, and educators so that a well-balanced approach that prioritizes both focus and technological proficiency in the classroom can be achieved.

BY AMARI SUKHDEO

When you see someone eating food, hanging out with friends, sitting in a car, walking down the street, or practically doing anything, what are they most likely doing? They’re on their smartphones. It’s almost as if the device is glued to their hand! The extensive hours that the majority of people dedicate to their devices, particularly on social media platforms, takes time away from face-to-face communication and in-person activities. When they’re out with the people they are messaging online, they’re still on their phones. The question is, how are people getting any proper social interaction? They are not.

Some ways cellphones have negatively impacted social skills are reduced face-to-face communication, decreased ability to read non-verbal cues, shortened attention spans, increased isolation, limited empathy development, impaired conversation skills, reduced social confidence, dependency on technology, and diminished social etiquette. Recognizing these impacts prompts a need for consideration of our device usage and its effects on our social interactions.

When we engage in face-to-face communication, social information is conveyed by vocal and visual cues. Non-verbal communication (facial expressions, eye contact, tone of voice, posture, space between individuals, etc.) is an important part of communicating. However, online, these non-verbal forms of communication and cues are not delivered. This leads to a growing lack of understanding when it comes to social aspects of communicating.

In a recent study, a group of teenagers spent five days in a camp without access to any devices and being limited to only in-person interaction, while another group stayed at home and used their screens regularly. The teenagers’ in-person interaction improved significantly in terms of reading facial emotions, while the other group’s skills remained the same. The results suggest that digital screen time, even when used for social interaction, can reduce the time spent developing skills to read non-verbal cues of human emotion. These overall decreases social skills in all settings such as communicating with families, classmates, colleagues, and romantic partners.

Constant device usage not only impacts individual social skills, but also alters how people connect with each other. Quick texts and social media posts can’t replace the richness of face-to-face conversations. This may lead to weaker emotional bonds and less meaningful relationships, especially amongst teenagers that are still learning how to navigate social interactions. Teenagers spending significant time on devices report lower satisfaction in their in-person relationships, which draws a connection between how devices negatively impact the ability to maintain strong connections in real life.

The constant use of devices in everyday life has led to a concerning amount of negative social consequences. From reduced face-to-face communication to impaired non-verbal communication skills, the pervasive use of devices has fundamentally altered the way people interact. The dependence on online-communication diminished the depth of authenticity of relationships, and open-communication. We are living in a world where social interaction is on a scary decrease, and with the new and addicted generation, emotional development and social connection is at risk.

BY GLORIA O’KOYE

Religions warned without faith

In a God, or countless Gods and Goddesses

Would mean an unfulfilling life.

Texts adorned with precious and humble ores

Wrapped in myrrh and olive oil

Filled up the spaces of doubt and restlessness.

Caution a meaningless life

Without something to believe in.

To have a purpose is a lifelong

Prescription to perfumes and cosmetic

Treatments.

Filled with spices like aloe and cassia

Represent resurrection,

Life bringing,

Purposes differ like fingerprints and snowflakes.

Not one is the exact same,

Only advice and blueprints will guide

But there is no such thing as a solid solution.

The meaning of life is unique to each one’s journey.

No need to brag, or put down,

Trading places is more common like

The fields of dandelions

Taking over the vast plains,

A river that breaks into streams

But eventually meet the mighty ocean

Of life

The same way.