The underlying origin of any edtech “ban/not-ban devices” question out there is the gap between what is taught in elementary and middle school, and what is expected that secondary and post secondary learners ought to know. The gap being the digital literacy skills that many people feel should be taught at a young age, similar to reading skills, study skills, and even cultural norms like “how to behave in a classroom” and the ever-vague “socialization”.
If one believes this, that elementary kids need to learn digital literacy skills, then this is a question of what needs to be included in education goals and curriculum. There is not much worth in bringing it into the ban/not-ban question, which is a useless question to ask or answer.
A flat ban on devices ignores technology’s impact (let alone many learners’ access to content and preferred literacy), and conversely a mandate that teachers must use devices because it is “best” is technology infatuation that prioritizes digital literacy as a class goal over whatever the subject matter is. Both are wrongheaded, and both fail to consider the situation.
An educator designing their course needs to look at each activity/lesson and decide whether to include modern technology or not. It may be that one day devices are useful for that activity, the next they are a distraction. Devices are often superfluous, when technologies like pen, paper, desks, and spoken word are more suitable. If educators want to teach learners “self-regulation” then they should practice and model it in their class design.
(Furthermore, and I say this because I don’t see it enough, the first question to ask when deciding about technology/device use is “What is the content?”)