A ban on mobile phones in Texas public schools has led to noticeable improvements in student behavior, including greater face-to-face interaction and engagement. Daniel Oppenheimer argues the shift should prompt a wider reassessment of technology in education, with a renewed focus on traditional tools such as textbooks and blackboards. He contends there is little evidence that classroom technology improves academic outcomes, citing studies in Uruguay and Peru that found no benefits from laptop programs. Oppenheimer concludes that schools should adopt a more cautious approach, prioritizing reduced screen time over further technological expansion.
