6th Dec 2023

The ban on mobile phones in Russian school classrooms is now legally mandated by the Russian Parliament- State Duma, effective today.

The ban was established for the first time in the mandatory Sanitary Regulations from January 2021. Now the ban on the use of mobile phones in school lessons has been included in the Russian Education Law. 

This outcome is the result of work the Russian National Committee on Non-Ionizing Radiation Protection began in conjunction with Professor. V. Kuchma’s team in the summer of 2020 – reducing the risk to children’s health from a complex of harmful factors associated with information and communication technologies. Among the sources of risk in the first place is a cell phone or smartphone.

Source:

Dr.  Oleg A. GRIGORIEV

Dr. Sc.  (radiobiology), Ph.D.  (radiobiology & hygiene of non-ionizing radiation)

Chairman, Russian National Committee on Non-Ionizing Radiation Protection

Chairman of the Non-ionizing Radiation Departments, Scientific Consul for Radiobiology of the Russian Academy of Science and Radiobiology Scientific Society of the Russian Academy of Science.

The post Russia: Law banning mobile phones in classes included in the Education Law appeared first on EMFSA.

Join us on Sunday, April 25th, for our free monthly webinar.

Topic: Satellites

Presenter: James Lech.

Mr. Lech is a PhD candidate, multidisciplinary researcher and the recipient of numerous local and international awards.

Time: 3pm – 4pm (SAST)

Kindly contact us at https://www.emfsa.co.za/contact/ for the link to attend

The post EMFSA Webinar, Sunday April 25th: Satellites appeared first on EMFSA.

The pandemic is forcing us to rethink everything, even how we teach. What if robots are the future of education?

This content was published on March 1, 2021 – 15:39

Sara Ibrahim

Christian Raaflaub

Thymio, Lexi, Elias, Pepper, Nao, Anastasia, Kaspar: they could be your child’s new classmates. They are diligent but not competitive, they know a lot but are not arrogant, they learn from others while helping them to learn. But instead of being flesh-and-blood children, they have a metal heart and an electronic brain. They are robots and are mainly used in education and schools.

According to forecasts, the market for educational robots is set to expand significantly in the coming years. The growing demand for collaborative robots in education and industry could also reverberate in the creation of new jobs.

In addition, the Covid-19 pandemic and school closures could significantly drive the long-term development of the educational robotics market.

But what’s special about these intelligent machines? Robots in schools and universities can act as responsive mentors and assist students and teachers through more interactive teaching that encourages sociability rather than isolation. A robot can become such a developed physical, social and emotional interface that it can read children’s facial expressions.

Read more at: https://www.swissinfo.ch/eng/robots-in-schools–new-teaching-methods-on-the-horizon-/46410282

The post Robots in schools: new teaching methods on the horizon? appeared first on EMFSA.

Contributing authors include Christine Sleeter, Alison Dover, Ruchi Agarwal-Rangnath, Roxana Marachi, Kyle Beckham, Carol Batker, and Kevin Kumashiro.

http://www.care-ed.org

In this research brief, the California Alliance of Researchers for Equity in Education (CARE-ED), a statewide collaborative of educational researchers, analyzes the empirical research on the effectiveness of online K-12 education nationwide, turning to issues of inequities and injustices in online education, particularly here in California, as well as the push for and risks of technologizing education. Although raising a number of concerns about online education, CARE-ED does not recommend rushing to reopen schools. The study concludes with recommendations for policies and practices for engaging in online education in ways that place priority on remedying the inequities and injustices that are being worsened during the pandemic.

​Download the complete research brief on the shift to online education here.

Snippet

Some schools and homes have mechanisms and resources—while some schools and homes do not— to protect students from the negative impact of extensive screen time on literacy development, mental health
problems—like ADHD, screen addiction, aggression, depression, anxiety, and psychosis10—and physical health problems, like motor skill development, eye strain, muscle strain, and lethargy. So, too, with varying levels of protections from online bullying, sexual exploitation, and violations or intrusions of data and personal privacy.

About CARE-ED

CARE-ED, the California Alliance of Researchers for Equity in Education, is a statewide collaborative of university-based education researchers that aims to speak collectively and publicly and in solidarity with organizations and communities to reframe the debate on education.

The post California Researchers Sound the Alarm about Online Education during Pandemic, and Call for Big Changes in Policy and Practice appeared first on EMFSA.

By CNN Philippines Staff

The post Bill banning use of mobile phones, other electronic gadgets in school, filed at House appeared first on EMFSA.

A Critical Review of Digital Technology in Education that should give Policy Makers and Educators Pause for Thought

PDF https://www.radiationresearch.org/wp-content/uploads/2019/11/Digital-Technology-in-Education-Working-Paper-2019.pdf

“Digital Technology is hardly the benign, neutral presence in education that we are often assured it to be”
Selwyn (2015, p. 247)

Abstract

There is a dearth of scientific evidence and evidence-based practice to justify current levels of digital technology use for educational purposes in the classroom and in the home. In contrast, there is a growing body of scientific
studies across several disciplines that highlight the direct and indirect negative effects of Digital Technology use on human cognition, learning, and behaviour. This paper considers objective evidence from peer-reviewed scientific studies in cognitive psychology, neuroscience, and related disciplines, as well as the field of education itself, to review the fundamental problems that beset Digital Technology use in education. The paper highlights, for example, that:

(1) Screens lead to sleep disruption and deprivation, which impacts on learning, and is associated with obesity, and
other physical disorders, such as computer vision syndrome;

(2) Computer use in class disrupts the learning process and impairs learning outcomes for users and non-users alike;

(3) Learning with books and paper is superior in comparison to learning with e-books;

(4) Taking notes with pen and paper, as opposed to touch typing lecture notes in class, leads to better learning
outcomes;

(5) Smart phone, iPAD and laptop use result in student distraction and multitasking, which, impair learning and lead to neural addiction problems, such as Internet addiction disorder and other psychological maladies;

(6) There are islands of success in an ocean of failure when it comes to Digital Technology and educational technologies, with researchers arguing that there is little evidence to support the proposition that Digital
Technology and/or EdTech improve pedagogy or learning outcomes;

(7) Finally, basic education about Digital Technology is one topic that needs to find a place in the curriculum. However, as with all Digital Technology initiatives, the introduction of programmes at primary and secondary schools level need to be considered mindfully, with the strengths and limitations of the proposed enabling technologies clearly in focus. All this should give educators, administrators and politicians pause for thought. The paper concludes by discussing its findings, offering practical recommendations, and by suggesting a change in emphasis in pedagogy in and through Digital Technology.

The post A Critical Review of Digital Technology in Education that should give Policy Makers and Educators Pause for Thought appeared first on EMFSA.

March 18, 2019

Excerpts (translated from Spanish):

The Department of Urbanism and Environment of the City of Oviedo (through the Municipal School of Sustainability) and Department of Education (through the Municipal School of Health) in collaboration with the Platform Against Electromagnetic Pollution (PECCEM), will develop several activities to raise awareness of the health effects of electromagnetic pollution and addiction to new technologies.

The Town Planning Councilor, Ignacio Fernández Del Páramo; Mónica Sánchez, from the Platform Against Electromagnetic Pollution (PACCEM) and José Luis Peralta, from the Municipal School of Health, presented  the “Follow the Good Wave” campaign, about the safer use (more intelligent) way of using newer technologies. The campaign has three main axes: For 5th and 6th grade Primary schools with recommendations on rational use (brochures will be distributed in schools) as well as making this information available to parents. There will also be two talks. The first was held on March 19th with  speakers Rubén García and Lennart Koch ( members of PECCEM).

The second talk, ‘Lights and shadows of the Internet: tips for parents 3.0’, by the psychologist Joaquín González Cabrera, will take place on April 2, at 5:00 pm, at the CP Poeta Ángel González, La Corredoria, Oviedo. Mayor Del Páramo:  “The idea is to educate the little ones in the use of new technologies and also the adult public.”

Monica Sanchez (PECCEM) wanted to “thank the City Council for the involvement with this campaign. We are not against the Internet but I am in favor of minimizing the possible risks, especially in children. This campaign is done in a positive way –  proposing good practices to be aware of when giving children a mobile device. ”

The councilor has also referred to current affairs. An audio of the press conference and the statements of the mayor can be found at https://www.oviedo.es/-/las-concejalias-de-medio-ambiente-y-educacion-lanzan-una-campana-para-sensibilizar-a-los-escolares-sobre-la-contaminacion-electromagnetica

The post The City of Oviedo, Spain: Councils of Environment and Education launch educational campaign for school children about electromagnetic pollution and addiction appeared first on EMFSA.

Dr Sarah Starkey: Technology and Education: How safe are our children? Thirteenth Annual ATL Lecture – 24th May 2018,
Stormont Hotel, Belfast  NEU_WiFi_in_Schools (1)

Dr Sarah Starkey has been studying the scientific evidence for possible biological effects of wireless technologies for the past eleven years. Her background is in Neuroscience research, with a Master’s degree in Neuropharmacology from the University of Bristol (where she studied mechanisms underlying learning and memory) and a Neuroscience PhD from Queen Mary’s University in London.

She worked in Neuroscience research within the pharmaceutical industry, working on a range of projects, including serotonin and depression, circadian rhythms, the hormone melatonin and epilepsy. More recently she has published papers on wireless technologies and young people, biological effects of electromagnetic fields and has assessed and challenged official advice on the safety of wireless signals.

She is particularly interested in the possible effects that the current widespread use of wireless devices by children may be having on their health, development or wellbeing. She has submitted evidence to the Westminster Parliamentary Science and Technology Committee on the effects of wireless technologies and has supported parents and schools on this issue.

Those in attendance were treated to a thought provoking, passionate and motivational lecture which will remain in the memory for some time. For those not present, we are pleased to allow you to share in our Lecture through this edited published version. (Mark Langhammer Regional Secretary, NEU (ATL Section) Northern Ireland.)

Excerpts from the lecture:

The Department for Education in England stated (2018), “It is for individual schools to decide whether or not to implement Wi-Fi technology in order to meet their needs. Schools must take reasonable steps to ensure that staff and pupils are not exposed to risks to their health and safety by conducting a risk assessment and, if necessary, putting measures in place to minimise any known risk.”

In Northern Ireland, the Department for Education has also said (2017), “Schools need to perform risk assessments on the technologies within their school to ensure that they are fully aware of and can mitigate the potential risks involved with their use.”

So schools are responsible and they are expected to carry out a risk assessment before any technologies are introduced and used. I have written an example risk assessment for wireless technologies, which you can find on the website   https://www.wirelessriskassessment.org/

Fortunately, there are safe alternatives and alternatives and solutions. Schools can use wired computers; devices can be connected to the internet via Ethernet connections or fibre optic cables; Wi-Fi is not the only option.

This isn’t taking a step backwards, it is updating practices based on biological knowledge and evidence of harm. Pupils can be asked not to use or carry mobile phones on them whilst at school. They may not like it, but they will survive.

Most devices can have wireless functions turned off, and better still, manufacturers can make ones which only connect through wires, so that children can’t switch it back on in the classroom. As part of addressing anxiety and other mental health issues in young people, we can switch the Wi-Fi off in University student accommodation, boarding schools and for children in care. Wired internet connections can be put into their rooms. We can educate children, young people and parents about the possible serious risks.

Unfortunately, concerns and evidence rarely make it into the media. It is difficult to have an article on risks next to a full-page advert for the latest ‘smart’ phone. But concerns exist. More than 230 scientists who work in this field have called for action to protect the public. This can be found at www.emfscientist.org.

The Cyprus National Committee on Environment and Children’s Health, Cyprus and Austrian Medical Associations recommended in the Nicosia Declaration (2017) that wireless networks should be prohibited in schools. They stated, ‘All children and in particular those with existing neurological or behavioural problems as well as those with chronic diseases must be provided with wired (not wireless) learning, living and sleeping environments’. The Cyprus Government has produced videos, available on YouTube, to warn pregnant women and to ask parents and schools to reduce their exposures.France has banned Wi-Fi in nurseries and places of care for children under the age of three.

Scientists and doctors have called for 5G to be halted (www.5gappeal.eu). If 5G goes ahead, it will lead to a massive increase in wireless signals,for everyone.

The UK Chief Medical Officers have recommended that children under the age of 16 use mobile phones for essential purposes only.
Unfortunately, almost no one knows about this.Children cannot be protected when no one knows about the information.

We all have a responsibility to safeguard children and young people. Harming children is wrong, no matter how economically inconvenient or how difficult it is to make changes.

The post Dr Sarah Starkey: Technology and Education: How safe are our children? appeared first on EMFSA.

Elisée Mpirwa

Published : June 15, 2018

Pupils in class at Rusheshe Primary School in Masaka, Kicukiro District. File

The post Rwanda government outlaws the use of cell phones in schools. appeared first on EMFSA.

  To download the electronic version of this publication, click below:
Irradiated

Further Resources
You may also download a ready-to-print PDF containing many of the documents used in the LAUSD Testimony: LAUSD

You can also download each file individually here: http://www.wifiinschools.com/lausd-testimony.html

This post is reblogged with the permission of the website Wireless Action. https://wirelessaction.wordpress.com  (well worth a visit)

The post Irradiated – An Excellent Resource appeared first on EMFSA.