{'fraction_non_alphanumeric': 0.026113671274961597, 'fraction_numerical': 0.0030721966205837174, 'mean_word_length': 5.9361702127659575, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Towards a deeper understanding of cell phones in schools: aligning school policy

In this qualitative research study conducted in 12 New Zealand secondary schools data was gathered on policy formation on a range of issues including: cell phone usage at school; mobile technology incorporated into learning; staff development; curriculum development; assessment, school and class management; and registration and enrolment. Participants included school principals, deans, heads of department, guidance officers, teachers and prior students. There appears to be limited use of cell phones for school-related learning, training and management activities.