The Cell Phone Debate
Advances in the adaptation of current technology have given rise to debate over student use of cell phones in the classroom setting. School districts throughout the country are faced with policy decisions regarding the use of these devices. Such policy decisions have sparked debate on the issue among staff, students, and parents.
Recent surveys indicate that less than 12% of the nation’s schools allow students to use their cell phones in the classroom (Ferriter, 2012). Proponents of student cell phone usage in the classroom argue that the prohibition of these devices is unrealistic and shortsighted. They argue that teachers must be willing to experiment and embrace the new technology. Cell phones should be regarded as mini-computers, providing students with numerous possibilities for academic growth (Ormiston, 2013). Cell phones provide a means to expose students to new and current material and make available to them a plethora of educational applications to enhance the learning experience.
Detractors claim that the cell phones are a distraction to the educational process. Teachers are concerned with the possibility of inappropriate use of the devices during class time. These uses range from cheating to playing games to send inappropriate content to others. They also argue that not all students have cell phones and therefore, an unfair advantage may be given to some students. All reasons are valid and worthy of discussion.
This debate will continue as more schools look to revisit their policies on electronic devices. There is always the possibility of a happy medium, but that will take time and the willingness to not only explore the possibility of its advantages, but also the willingness to recognize the potential disadvantages as well.
References
Ferriter, W.M. (2012). Digitally speaking: Cell phones as teaching tools. Educational Leadership (68)2, 85-86.
Ormiston, M. (2013). How to use cell phones as learning tools. Retrieved from www.techteachers.com
Advances in the adaptation of current technology have given rise to debate over student use of cell phones in the classroom setting. School districts throughout the country are faced with policy decisions regarding the use of these devices. Such policy decisions have sparked debate on the issue among staff, students, and parents.
Recent surveys indicate that less than 12% of the nation’s schools allow students to use their cell phones in the classroom (Ferriter, 2012). Proponents of student cell phone usage in the classroom argue that the prohibition of these devices is unrealistic and shortsighted. They argue that teachers must be willing to experiment and embrace the new technology. Cell phones should be regarded as mini-computers, providing students with numerous possibilities for academic growth (Ormiston, 2013). Cell phones provide a means to expose students to new and current material and make available to them a plethora of educational applications to enhance the learning experience.
Detractors claim that the cell phones are a distraction to the educational process. Teachers are concerned with the possibility of inappropriate use of the devices during class time. These uses range from cheating to playing games to send inappropriate content to others. They also argue that not all students have cell phones and therefore, an unfair advantage may be given to some students. All reasons are valid and worthy of discussion.
This debate will continue as more schools look to revisit their policies on electronic devices. There is always the possibility of a happy medium, but that will take time and the willingness to not only explore the possibility of its advantages, but also the willingness to recognize the potential disadvantages as well.
References
Ferriter, W.M. (2012). Digitally speaking: Cell phones as teaching tools. Educational Leadership (68)2, 85-86.
Ormiston, M. (2013). How to use cell phones as learning tools. Retrieved from www.techteachers.com