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"This is because emojis - as many unfortunates have discovered (often gen X parents, but that I, a millennial in her early 30s, am increasingly, devastatingly, discovering) - do not always have clearcut meanings. This is true of all language of course - and emojis are a type of language, despite what the likes of John Humphrys et al have sneered in the past. A thumbs-up emoji, to take the example from the Canadian case, can, just as in offline life, be used sarcastically. (This was noted in the court ruling.) In some regions such as in the Middle East a thumbs-up can be offensive."

"Could it be the phones? Absolutely! To be clear: the idea that phones are causing distraction both inside and outside of school hours, and this contributes to declining test scores, seems totally plausible to me-and preliminary cross-sectional data from the PISA report indicates the same. Might it be a good idea to keep phones out of the classroom? Definitely! But, as often happens when an excerpt of a larger study makes the rounds online, some nuance is missing. Let's talk about what the data actually show. "

"The economist Oren Cass has a compelling answer for these concerns. He says they suffer from bias: the idea that this technological revolution is somehow unique, when we have lived through many epochs of innovation and upheaval. They also overestimate the pace of change (robots are a long way off from competing with humans in many areas) and assume that new kinds of jobs will not be created in the process."

"Do screens destroy kids' executive functioning? In short: no. Some types of screen use (in particular, non-educational, 'fantastical' shows) may have short-term impacts on attention, memory, or inhibition. But these effects don't seem to be long-term, unless screen use is excessive and interfering with other important activities. And some screens (educational apps, certain video games) may actually improve executive functioning skills. "