This Editorial Counterpoint is in response to the RubicOnline’s April Staff Editorial, “Put down the phone.” Editor Davan Rosen captures ideas discussed in the editorial conversation that led to a split vote.

According to Simple Texting the first smartphone was announced in 1992 by IBM, and the Simon Personal Communicator was released for purchase in 1994 as the first touchscreen smartphone. In today’s digital age, smartphones have been stereotyped as being addictive distractions, and blamed for decreasing productivity, attention spans, and social connectedness. However, this narrative oversimplifies and dismisses the complex relationship humans have garnered with technology and neglects the way smartphones serve as tools in our daily lives.

It’s essential to recognize that smartphone use, like any behavior, is a matter of personal choice and accountability. According to Newswise, smartphones themselves are not inherently addictive; rather, it is the individual’s habits and behaviors that determine the extent of their reliance on these devices. Just as one can choose to spend excessive time watching television or reading books, one can also exercise control over their smartphone usage.

Further, the University of Granada research team performed a study that proved for the first time that we are not “addicted” to mobile phones, but to the social interaction that these electronic devices provide. The argument that smartphones encourage passive consumption and disengagement from the real world overlooks the potential of technology to foster active engagement and meaningful connections. Social media platforms, for instance, enable individuals to connect with like-minded peers, share ideas, and participate in discussions that spark intellectual curiosity and creativity. Moreover, smartphones serve as powerful tools for activism and advocacy, allowing individuals to foster a community of support for causes they believe in and effect positive change in their communities.

Smartphones also offer practical functionalities that enhance productivity and efficiency, particularly for individuals with ADHD (Attention Deficit Hyperactivity Disorder). For students with ADHD, smartphones serve as invaluable aids in time management and organization. Features such as timers, reminders, and calendar apps help students stay on track with their assignments, appointments, and deadlines. Additionally, note-taking apps and digital planners enable students to capture and organize their thoughts in real time, fostering better academic performance and self-regulation. For many students who struggle with ADHD accountability can be a challenge and the technology on a smartphone offers is sometimes the only way to get them to complete a task. The combination of noises and vibrations offers a unique way to alert a person. According to a study conducted by the National Library of Medicine for Biotechnology Information there is data to believe that disordered time perception is commonly seen in people with ADHD. The conclusion of the study specifically says, “In this realm, we believe that computer-assisted time-based tasks might be quite useful as additional tools used for diagnosing and managing ADHD, most notably in adults”. On all Apple smartphones, there is a feature called screentime which tracks the amount of time you spend on your phone down to the specific app. The feature then allows you to set customizable time limits for certain apps as well as disable some features.

In a summary when monitored access to smartphone technology offers wide access to educational resources and tools that cater to diverse learning styles and preferences. An example of one of these apps is a language app called Duolingo where more than 575 million people engage in learning a new language digitally. Whether through educational apps, online tutorials, or e-books, students can customize their learning experiences to suit their individual needs and interests. This accessibility not only fosters a sense of ease for many students with learning disabilities but also empowers and promotes an inclusive and positive attitude toward learning.