Since the implementation of a smartphone ban in New York City schools, educators have reported a significant improvement in student interaction and classroom concentration. The policy, which began in September, was supported by Governor Kathy Hochul and the city's teacher union and has led to more vibrant school environments. However, alongside these positive changes, an unforeseen educational concern has surfaced: a considerable number of students are struggling with reading analog clocks, a skill typically introduced in early education.
Assistant Principal Tiana Millen from Cardozo High School in Queens expressed astonishment at the extent of the issue. With students frequently inquiring about the time, it became evident that the reliance on digital devices for timekeeping has left a gap in their ability to interpret the traditional "big hand" and "little hand" of analog clocks.
The shift in school dynamics is palpable, educators say, with livelier lunchrooms and more spirited recesses. Students have turned to face-to-face games and activities, such as board games and cards, which has fostered social skills and a stronger sense of community within schools. Senior Rosalmi, from New Heights Academy Charter School in Harlem, noted an increase in school spirit and participation in activities.
The practical challenges of this gap are apparent in daily classroom activities. English teacher Madi Mornhinweg shared her experience of students' frustration when wanting to know the remaining class time and her efforts to redirect them to analog time-telling. The Department of Education has reiterated that analog time-telling is part of the curriculum in first and second grade, where students learn terms like "o'clock," "half-past," and "quarter-to," with the expectation of proficiency in both digital and analog formats.
Student Cheyenne Francis, 14, acknowledged that constant phone use has led many to forget how to read wall clocks. Similarly, 15-year-old Farzona Yakuba admitted that while students can read clocks when necessary, there's a tendency to rely on convenience and ask others instead.
This phenomenon is not confined to New York. A study conducted in Oklahoma in 2017 discovered that only one in five children between the ages of 6 and 12 could reliably read an analog clock. In 2018, schools in England began replacing analog clocks with digital ones, highlighting a global trend away from traditional time-telling skills.
Despite this, the digital literacy of students remains robust, with schools maintaining advanced coding and robotics programs. Teachers often seek students' help with technical tasks, as Mornhinweg humorously recounted needing student assistance to open a PDF.
Educational experts are considering the broader implications of this shift in cognitive skill development. Kris Perry, executive director of Children and Screens, pondered whether this represents a cognitive downgrade or merely a skill replacement, noting the stimulating effects of handwriting and physical books compared to screens.
As the smartphone ban's first year unfolds, New York City's teachers and students are working to balance modern digital competencies with fundamental analog skills. While the ban has enhanced classroom engagement and face-to-face interaction, educators caution that essential skills, like reading an analog clock, should not be overlooked in the digital era.
