THE USE OF ELECTRONIC DEVICES IN SCHOOLS: BETWEEN PERMISSION AND PROHIBITION

Abstract

The article examines the use of electronic devices by young people, focusing on the school context in the United States and highlighting their near-universal expansion among adolescents. It analyzes the ambiguity of these technologies: on the one hand, they expand access to information, promote active methodologies, personalize instruction, and develop digital skills essential to the contemporary labor market. Grounded in theories such as constructivism and collaborative learning, the text argues that these devices can enhance student engagement and autonomy. On the other hand, the study underscores the risks associated with excessive use, including negative impacts on mental health (anxiety, depression), sleep disturbances, sedentary behavior, impaired face-to-face socialization, and declining academic performance. It also addresses issues of privacy, digital security, and unequal access, which may deepen educational disparities. The article concludes that technological integration is inevitable, but it requires balanced educational policies, appropriate regulations, and critical digital literacy in order to reconcile pedagogical innovation with the overall well-being of students.