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Bans may help protect classroom focus, but districts need to stay mindful of students’ sense of connection, experts say

Students around the world are being separated from their phones.

In 2020, the National Center for Education Statistics reported that 77 percent of U.S. schools had moved to prohibit cellphones for nonacademic purposes. In September 2018, French lawmakers outlawed cellphone use for schoolchildren under the age of 15. In China, phones were banned country-wide for schoolchildren last year.

Supporters of these initiatives have cited links between smartphone use and bullying and social isolation and the need to keep students focused on schoolwork.

77% Of U.S. schools moved to ban cellphones for nonacademic purposes as of 2020, according to the National Center for Education Statistics

But some Harvard experts say instructors and administrators should consider learning how to teach with tech instead of against it, in part because so many students are still coping with academic and social disruptions caused by the pandemic. At home, many young people were free to choose how and when to use their phones during learning hours. Now, they face a school environment seeking to take away their main source of connection.

“Returning back to in-person, I think it was hard to break the habit,” said Victor Pereira, a lecturer on education and co-chair of the Teaching and Teaching Leadership Program at the Graduate School of Education.

Through their students, he and others with experience both in the classroom and in clinical settings have seen interactions with technology blossom into important social connections that defy a one-size-fits-all mindset. “Schools have been coming back, trying to figure out, how do we readjust our expectations?” Pereira added.

It’s a hard question, especially in the face of research suggesting that the mere presence of a smartphone can undercut learning .

Michael Rich , an associate professor of pediatrics at Harvard Medical School and an associate professor of social and behavioral sciences at the Harvard T.H. Chan School of Public Health, says that phones and school don’t mix: Students can’t meaningfully absorb information while also texting, scrolling, or watching YouTube videos.

“The human brain is incapable of thinking more than one thing at a time,” he said. “And so what we think of as multitasking is actually rapid-switch-tasking. And the problem with that is that switch-tasking may cover a lot of ground in terms of different subjects, but it doesn’t go deeply into any of them.”

Pereira’s approach is to step back — and to ask whether a student who can’t resist the phone is a signal that the teacher needs to work harder on making a connection. “Two things I try to share with my new teachers are, one, why is that student on the phone? What’s triggering getting on your cell phone versus jumping into our class discussion, or whatever it may be? And then that leads to the second part, which is essentially classroom management.

“Design better learning activities, design learning activities where you consider how all of your students might want to engage and what their interests are,” he said. He added that allowing phones to be accessible can enrich lessons and provide opportunities to use technology for school-related purposes.

Mesfin Awoke Bekalu, a research scientist in the Lee Kum Sheung Center for Health and Happiness at the Chan School, argues that more flexible classroom policies can create opportunities for teaching tech-literacy and self-regulation.

“There is a huge, growing body of literature showing that social media platforms are particularly helpful for people who need resources or who need support of some kind, beyond their proximate environment,” he said. A study he co-authored by Rachel McCloud and Vish Viswanath for the Lee Kum Sheung Center for Health and Happiness shows that this is especially true for marginalized groups such as students of color and LGBTQ students. But the findings do not support a free-rein policy, Bekalu stressed.

In the end, Rich, who noted the particular challenges faced by his patients with attention-deficit disorders and other neurological conditions, favors a classroom-by-classroom strategy. “It can be managed in a very local way,” he said, adding: “It’s important for parents, teachers, and the kids to remember what they are doing at any point in time and focus on that. It’s really only in mono-tasking that we do very well at things.”

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Cellphones in Schools: A Huge Nuisance and a Powerful Teaching Tool

When Nelann Taylor lets her high school students whip out their smartphones and dive into tools like Duolingo, Quizlet, Kahoot, and Flipgrid, she knows she may be in for a classroom management headache. Some of her students “have really figured out how to self-correct and just say, ‘Well, I know that I can’t be on my own phone right now’ ” unless it is for classwork, she said. But others take advantage of the freedom to start scrolling through text messages, and Taylor has to tell them put the devices away. Cellphones are both a powerful learning tool and huge distractions for kids. Figuring out how to make the most of them is “really tricky,” said Taylor, a fan of technology in the classroom who teaches high school Spanish and web design in Louisiana’s St. John the Baptist Parish Schools. “It’s always a work in progress.” Educators like Taylor have struggled with whether to ban phones, let kids use them for classwork, or some combination of the two for more than a decade. But the need to figure out how to use cellphones for learning, rather than letting them become a distraction, has gotten more urgent since kids returned from pandemic-driven virtual learning, experts and educators say. “I think the transition from trying to learn at home using devices and having perhaps multiple devices, being distracted by them, trying to focus attention on learning, and then transition back into the classroom has been really difficult,” said Christine Elgersma, the senior editor for social media and learning resources at Common Sense Media, a nonprofit organization that focuses on children, technology, and media. There are some good practices, including having a schoolwide policy on devices that’s clearly communicated to students and parents at the beginning of the school year. Being vehemently anti-cellphone may backfire, Elgersma warned. Allowing kids to use the devices for classwork is a way to acknowledge that, “these are really cool tools, and that some of what kids are doing on their phones is really impressive and creative and important to them,” she said. “We don’t want to discount how woven into the fabric of their lives these devices are.” At Kansas’ Springhill Middle School, students are expected to put their phones in their lockers as soon as school begins, and not take them out until the end of the day, unless a teacher plans to use the devices in a lesson, said Trevor Goertzen, the school’s principal. A National Association of Secondary School Principals digital principal of the year, Goertzen is a champion of tech in the classroom. But he thinks it’s too easy for kids to get distracted by entertainment or social media if they have access to their phones all day. All his students have MacBooks, he said, which can be used for just about any classroom activity requiring a device. Teachers have permission to allow cellphones occasionally for specific purposes, but “most teachers realize it’s not worth opening the door for them to use their phones.”

‘Teach kids to manage their technology’

But Stevie Frank, a 5th grade humanities teacher at Zionsville West Middle School in Whitestown, Ind., views cellphones as a great student engagement tool. Her students can keep their phones with them during class, as long as they have notifications turned off, so they’re not interrupted by a dinging noise. And she incorporates them into her class assignments. For instance, Frank sets up stations around the room where kids read passages and tackle questions on, say, an author’s purpose. To check to see if their answers are right, students use their phones to scan a QR code, and up pops a video of Frank explaining the correct answer. “It’s one of those things where I was like, ‘How can I be at 12 stations at once?’ ” Frank said. “And I’m like, ‘Wait a minute, I can!’ ” Frank’s students also use their phones to record podcasts, since they tend to have better microphones than school-issued devices do. Recently, for instance, she had groups of students choose books about different identities and then create a podcast exploring themes that the text raised. One group picked a book about a person experiencing homelessness and interviewed a staffer at a local shelter for their podcast. Naturally, there are times when students use their cellphones to go off task, Frank said. But that’s all part of the lesson. She said kids need to figure out how to voluntarily distance themselves from their devices. “You’ve got to teach the kids how to manage their technology and if we’re not going to do it in school, where’s it going to be done?” Frank said. A certified yoga teacher, she’s talked to her students about mindfulness, the importance of being present in the moment, and how technology can distract from those things. If a kid has a particularly tough time putting their phone away, or keeps getting distracted while using a school laptop, Frank will ask if they’d rather have a paper copy of the assignment, or if they’d like to put their phone on their desk. Giving students the choice to disengage from their phones helps “get their buy-in,” Frank said. “They’re like, ‘yup, I need to do that.’ ” Another advantage of using a phone for class assignments: Students are already familiar with how they operate, said Kristin Daley Conti, a science teacher at Tantasqua Regional Junior High School in central Massachusetts. Her attitude on cellphones in school is essentially, “if you can’t beat ‘em, join ‘em.” So if her students want to use their phones to, say, time how long it takes ice to melt, she’s fine with that. Many of her students also used the cameras on their phones for a project last year on ecosystems. Students chose an outdoor area near the school and took pictures of the spot once a week, then looked at how the biodiversity in its ecosystem changed over time. Students snapped photos of flowers, squirrels, plants, insects, frogs, and more and then shared them in a digital journal that was also accessible to parents. Daley Conti’s advice to teachers who are considering using cellphones in their classroom: Listen to kids’ ideas. Ask them questions like, “Do you think we’re using our phones too much?” or “Could we use our phones in class responsibly?” “If you’re thinking about incorporating cellphone use, hear from the experts,” she said.

A version of this article appeared in the March 23, 2022 edition of Education Week as Cellphones in Schools: Huge Nuisance And Powerful Teaching

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The Use of Mobile Phones in Classrooms: A Systematic Review

Calderón-Garrido, D., Ramos-Pardo, F. J., & Suárez-Guerrero, C. (2022). The Use of Mobile Phones in Classrooms: A Systematic Review. International Journal of Emerging Technologies in Learning (iJET), 17(06), pp. 194–210. https://doi.org/10.3991/ijet.v17i06.29181

17 Pages Posted: 8 Apr 2022

Francisco Javier Ramos-Pardo

University of Castilla La Mancha

Date Written: March 29, 2022

The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal Citation Reports database between the years 2011 and 2020 have been analysed. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff.

Keywords: mobile educational services, technology uses in education, educational technology, literature reviews

JEL Classification: I29

Suggested Citation: Suggested Citation

Francisco Javier Ramos-Pardo (Contact Author)

University of castilla la mancha ( email ).

Campus Tecnológico Avda. Carlos III, s/n Toledo, Toledo 45071 Spain

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Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says

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Victorian education minister James Merlino’s announcement mobile phones will be banned for all students at state primary and secondary schools is certainly a bold move.

The policy has been justified as a direct response to mounting levels of cyberbullying, concerns over distractions and schools struggling with discipline relating to students’ misuse of phones.

Students will have to switch off their phones and store them in lockers from the start of the school day until the final bell. In case of an emergency, parents or guardians can reach their child by calling the school.

The minister said in a statement :

The only exceptions to the ban will be where students use phones to monitor health conditions, or where teachers instruct students to bring their phone for a particular classroom activity.

Whether to allow student use of mobile phones in school is certainly a hot topic in education. The Victorian announcement follows a French government ban on mobiles in school in 2018. Debates on the issue are also taking place in Denmark , Sweden and the United Kingdom .

There is considerable public support for banning mobiles. In our recently conducted survey of more than 2,000 Australian adults, nearly 80% supported a ban on mobile phones in classrooms. Just under one-third supported an outright ban from schools altogether.

Support for a classroom ban was remarkably consistent across different demographics, including political affiliation and age group.

But while banning phones from classrooms, and from school altogether, might seem sensible, there are number of reasons to be cautious. It’s clear we need to carefully consider how we want to make use of digital devices being brought into schools. But previous experience, such as in New York, suggests a blanket ban might introduce even more problems.

And the little research evidence that addresses the issue is mixed.

What’s the evidence?

Reports of cyberbullying have clearly gone up among school-aged children and young people over the past ten years, but the nature and precedents of cyberbullying are complex.

Research suggests there is a large overlap between cyberbullying and traditional forms of bullying, which wouldn’t then follow that digital devices are somehow causing these behaviours.

Cyberbullying also often takes place outside school hours and premises. There is a danger banning phones from classrooms might distract education staff from having to continue with efforts to address the more immediate causes of cyberbullying.

Read more: Teenagers need our support, not criticism, as they navigate life online

There is also a growing literature exploring the links between digital devices and classroom distractions. The presence of phones in the classroom is certainly found to be a source of multi-tasking among students of all ages – some of which can be educationally relevant and much of which might not.

But the impact of these off-task behaviours on student learning outcomes is difficult to determine. A review of 132 academic studies concluded, it is

difficult to determine directions and mechanisms of the causal relations between mobile phone multitasking and academic performance.

There is also a strong sense from classroom research that issues of distraction apply equally to laptops , iPads and other digital devices.

All told, the sense from academic literature is that the realities of smartphone use in classrooms are complex and decidedly messy. Our own research into how smartphones are being used in Victorian classrooms highlighted the difficulties teachers face in policing student use (what some teachers described as requiring “five minutes of firefighting” at the beginning of every lesson).

Despite this, we also found instances of students using smartphones for a range of beneficial purposes – from impromptu information seeking to live-streaming lessons for sick classmates.

Read more: Schools are asking students to bring digital devices to class, but are they actually being used?

These benefits are also reflected in classroom studies elsewhere in the world. Research from Stanford University has demonstrated , for instance, that with proper support and preparation, teachers in even the most challenging schools can “build on the ways students already use technology outside of school to help them learn in the classroom”.

There is now a whole academic field known as “ m-Learning ” where researchers have explored the pedagogical and learning advantages of using mobile devices (including phones) in lessons.

But what about a blanket ban from school altogether? Experience from elsewhere suggests enforcing a mobile ban in schools may not be as easy as it sounds.

What we can learn from others

The New South Wales government announced a review into the benefits and risks of mobile phone use in schools in June 2018, led by child psychologist Michael Carr-Gregg. At the review’s completion, the government said it would only ban mobile phones from the state’s primary schools, leaving secondary schools free to make their own choice.

We recognise that technology plays an important and increasing role as students progress through their education […] We want to give secondary schools the flexibility to balance the benefits and risks of technology in the way that best supports their students.

Perhaps the most pertinent example is the ban enforced in New York City from 2006, that was eventually lifted in 2015.

The reasons given for this reversal highlighted several of the concerns the new ban in Victoria will likely face. They include practical difficulties of enforcing a ban in the classroom being exacerbated by banning of phone use during break times and lunchtimes.

First, it was clear the New York ban was being inconsistently enforced by schools – with better resourced schools in more affluent areas more likely to bend the rules and permit student use. In contrast, schools in lower-income areas with metal detectors were more likely to be rigidly enforcing the ban.

Other motivations for lifting the ban were concerns over student safety such as the need for students to contact family members during break times and lunchtimes. Families were also incurring costs to store phones securely outside of the school. There was also a recognition teachers should be trusted to exercise their professional judgement as to how they could be making good educational use of devices in their lessons.

Read more: Should mobile phones be banned in schools? We asked five experts

At the same time, it was reckoned government resources were better directed toward supporting students to learn how to use technology responsibly through cyber-safety lessons.

All these reasons are as relevant now to Victorian schools as they were to New York City schools in 2015. The use (and non-use) of mobile phones in schools is certainly an issue we need to have a proper conversation about. But it might not be as clear-cut as the recent policy announcements suggest.

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72% of U.S. high school teachers say cellphone distraction is a major problem in the classroom

Two teenage girls take a break from their schoolwork to play with a smart phone.

New York Gov. Kathy Hochul recently announced that she will introduce legislation to ban smartphones in schools during her state’s 2025 legislative session. She cited the impact that social media and technology can have on youth, including leaving them “cut off from human connection, social interaction and normal classroom activity.”

Hochul’s legislative push comes as K-12 teachers in the United States face challenges around students’ cellphone use, according to a Pew Research Center survey conducted in fall 2023. One-third of public K-12 teachers say students being distracted by cellphones is a major problem in their classroom, and another 20% say it’s a minor problem.

Following news that New York Gov. Kathy Hochul is seeking to ban smartphones in schools, Pew Research Center published this analysis to examine how K-12 teachers and teens in the United States feel about cellphones, including the use of cellphones at school.

This analysis is based on two recent Center surveys, one of public K-12 teachers in the U.S. and the other of U.S. teens ages 13 to 17. More information about these surveys, including their field dates, sample sizes and other methodological details, is available at the links in the text.

A bar chart showing that high school teachers most likely to say cellphone distraction is a major problem.

High school teachers are especially likely to see cellphones as problematic. About seven-in-ten (72%) say that students being distracted by cellphones is a major problem in their classroom, compared with 33% of middle school teachers and 6% of elementary school teachers.

Many schools and districts have tried to address this challenge by implementing cellphone policies , such as requiring students to turn off their phones during class or give them to administrators during the school day.

Overall, 82% of K-12 teachers in the U.S. say their school or district has a cellphone policy of some kind. Middle school teachers (94%) are especially likely to say this, followed by elementary (84%) and high school (71%) teachers.

A diverging bar chart showing that most high school teachers say cellphone policies are hard to enforce.

However, 30% of teachers whose schools or districts have cellphone policies say they are very or somewhat difficult to enforce. High school teachers are more likely than their peers to report that enforcing these policies is difficult. Six-in-ten high school teachers in places with a cellphone policy say this, compared with 30% of middle school teachers and 12% of elementary school teachers.

Our survey asked teachers about cellphones in general, whereas Hochul’s plan would apply only to smartphones. Even so, nearly all U.S. teenagers ages 13 to 17 – 95% – say they have access to a smartphone , according to a separate Center survey from 2023.

Even as some policymakers and teachers see downsides to smartphones, teens tend to view the devices as a more positive than negative thing in their lives overall.

A diverging bar chart showing that most teens say the benefits of smartphones outweigh the harms for people their age.

Seven-in-ten teens ages 13 to 17 say there are generally more benefits than harms to people their age using smartphones , while three-in-ten say the opposite. And 45% of teens say smartphones make it easier for people their age to do well in school, compared with 23% who say they make it harder. Another 30% say smartphones don’t affect teens’ success in school.

Smartphones

Jenn Hatfield is a writer/editor at Pew Research Center .

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The Use of Mobile Phones in Schools

The use of cell phones in schools by students has become a fiercely debatable topic that concerns all segments of society, including students, parents, teachers, scholars, and officials. People who mostly advocate for using mobile phones consider that these devices are beneficial in providing safety and seamless connection of pupils with parents and are useful for education overall. Nevertheless, I hold to the firm conviction that the use of cell phones should be banned or maximum restricted in schools since, in most cases, they disrupt the learning process and notably impair student’s performance. Thus, in this essay, I will present valid arguments supported by statistics, credible opinions, and facts, which prove the harm of using gadgets in educational premises.

The first argument is that mobile phones disrupt the learning process by causing interruptions and distractions of students’ attention from classroom activities. It is evident that any educational material requires intense mental concentration from individuals to be adequately comprehended and memorized. This aspect is fundamental in further student’s performance and progress since one missing or misunderstood item makes it impossible to master the whole topic or even subject successfully. Moreover, because of this, students become increasingly uninterested, bored, and sometimes contemptuous towards a particular subject. Thus, the primary task and responsibility of every school or educational establishment are to create a conducive environment that promotes the learning process and helps students attain excellent outcomes.

In this context, the students who have gadgets during school classes are usually inclined to use them for communication in social networks and viewing pictures and videos on the Internet, which produces unwanted distractions. Additionally, a constant risk exists that pupils can watch embarrassing videos or content of pornographic nature via smartphones, which corrupts the students’ morals and even makes them incapable of perceiving useful, educational information. As Danielle Einstein, a clinical psychologist from the University of Sydney, asserts, the overall situation is complicated because these devices provoke dopamine release leading to strong psychological addiction (Heizer). Furthermore, Henderson, a journalist for The Independent , describes a phenomenon called phantom vibrations that occur as a result of “learned bodily behavior” (Henderson). Namely, even the slightest vibration can make an individual feel like the phone vibrates, although, in fact, vibrations were absent. Numerous phone calls from outsiders, that is, parents, relatives, and friends, also cause interruptions in learning the material taught by the teacher.

Besides, many scholars have confirmed via experiments that the presence of mobile phones in school disrupts the learning process. For example, two researchers from Western Carolina University, Lawson and Henderson, conducted the study involving 120 first-year students, which demonstrated that students who were texting during lectures obtained considerably less score regarding comprehension and performance (Lawson and Henderson 121). This study only confirmed the results of the previous similar research indicating that “texting can reduce comprehension of class material at a rate of 10–20%” (Lawson and Henderson 119). It is worth noting that these results were related to comparatively simple material.

The second argument that can be advanced against the gadgets’ use is that they can adversely affect the individual’s cognitive capabilities that are vital for students’ performance and studying. For example, the recent research performed by Ward et al. concluded that even the close location of a smartphone near the user, for instance, on the desk, can worsen cognitive capacity and fluid intelligence (140). Moreover, cognitive damage is directly proportional to the dependence from a smartphone. The research indicates that “the presence of students’ mobile devices in educational environments may undermine both learning and test performance” (Ward et al. 151). It should be mentioned that the study consisted of two experiments that involved 520 and 275 smartphone users, respectively.

The third argument is connected with cheating since many students tend to use smartphones while taking a test or even an exam. For example, according to a Pew Research Center study, 35 percent of pupils use their phones to complete tests or assignments, and 65 percent of teens reported that they see how smartphones were used by others (Morin). Overall, in the educational environment, not only does cheating make it impossible to evaluate students correctly and rightly but also allows them not to prepare for exams appropriately. This has adverse consequences for their performance and the ability to master the necessary knowledge.

Another issue that gains the increasing alert among pedagogues and parents is that cell phones can promote cyberbullying that implies threats, harassments, humiliation, or torments by means of technology. Cyberbullying can be executed through social media sites or other websites and text messages or emails. Besides, this phenomenon has various forms, including impersonation, that is, fake accounts, trolling, flaming, namely, posting derogatory comments, cyberstalking, trickery, and denigration, that is, posting gossip and rumors about someone. According to the survey conducted by the Cyberbullying Research Center in 2016, around 34 percent of middle and high school students have experienced cyberbullying; some of them cyberbullied several times (McCullum). It should be specified that cyberbullying leads to significant negative outcomes and can cause depression, anxiety, feelings of isolation, low self-esteem, loss of interest in studies, and even using alcohol and drugs. Moreover, this type of bullying is difficult for teachers to track and stop.

The last argument is correlated with disconnection from face-to-face communication and a decrease in the students’ participation in outside and social activities. Working together and leading in-person discussions about a particular topic is an indispensable part of education. Moreover, involvement in sports and social activities play an essential role in the psychological and physical development of children and adolescents. With the excessive use of gadgets, many teens tend to avoid traditional, alive conversations and outside games and prefer to communicate using smartphones, play digital games, and hang on the Internet. In this regard, secondary schools in the UK began establishing stricter rules regarding cell phones, prohibiting using them in school premises individuals under sixteen years of age (Hymas). This measure has resulted in the fact that students become more active, alert, and sociable in the school setting.

To summarize, in this essay, I have advanced valid and persuasive arguments against the use of mobile phones in schools, maintained by statistics, credible opinions, and facts. These arguments include the disruption of the learning process, the adverse effect on the individual’s cognitive capabilities, cheating, cyberbullying, and disconnection from face-to-face communication. For example, the disruption of the learning process caused by possible distractions related to phone calls or communication in social networks while cyberbullying is accompanied by threats, harassments, humiliation, or torments using technology. In conclusion, as Nick Gibb, a British politician, said, “Every hour spent online and on a smartphone is an hour less talking to family, and it’s an hour less exercise, and it’s an hour less sleep” (Austin). Thus, people, especially teachers, students, and parents, should be aware of the harm of using mobile phones in schools to prevent unfortunate consequences concerning students’ performance, education, their mental health, overall.

Works Cited

Austin, H. “ Mobile Phones ‘Should be Banned from Schools,’ Minister Says. ” Independent , 2019, Web.

Heizer, S. “ What do Five Experts Think about Mobile Phones in Schools? ” Guardian , 2018, Web.

Henderson, E. “ Phantom Vibration Syndrome: Up to 90 Percent of People Suffer Phenomenon while Mobile Phone Is in Pocket ”. The Independent , Web. 2016.

Hymas, C. “Secondary Schools Are Introducing Strict New Bans on Mobile Phones.” The Telegraph–UK , 2018.

Lawson, Dakota, and Henderson, Bruce B. “The Costs of Texting in the Classroom.” College Teaching , vol. 63, no. 3, 2015, pp. 119-124.

McCullum, K. “ Cyberbullying in School: Prevention and Support. ” Accredited Schools Online. Web.

Morin, A. “ How Teens Use Technology to Cheat in School. ” Verywell Family , 2019, Web.

Ward, Adrian F., Duke, K., Gneezy, A., and Bos, M.W. “Brain drain: The Mere Presence of one’s Own Smartphone Reduces Available Cognitive Capacity.” Journal of the Association for Consumer Research , vol. 2, no. 2, 2017, pp. 140-154.

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Home — Essay Samples — Information Science and Technology — Cell Phones — Argumentative Essay On Cell Phones In School

Argumentative Essay on Cell Phones in School

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Cellphones as an Education Tool Research Paper

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In the modern world, almost everyone has a smartphone, starting as young as elementary school. However, their presence in the classroom has been highly debated with some schools issuing widespread bans while others attempt to embrace the technology. Smartphones have undoubtedly changed the way people communicate. Instructors fear, albeit correctly most of the time, that cell phones will be used for non-educational activities. However, issues with enforcement of cellphone bans as well as numerous benefits that the smartphone apps and student attachments to their devices can bring from an educational perspective suggest potential to utilize it as an academic tool. Cellphones can be used as a vital educational tool for organization, learning, and communication but can easily become a detrimental distraction, which supports an approach that encourages smartphone use in a supervised and responsible manner in the classroom.

Mobile phones can be used as beneficial tools for information and organization in the academic context in the classroom. According to Torbjörn (2017), “the tasks for which the students wanted to use mobile phones were doing calculations, searching for information, translating words, communicating, keeping a calendar and taking pictures” (p. 74, par. 3). Information seeking and organizational concepts are vital to a student’s success in the classroom. Using mobile phones to search for additional information for help on their assignments or watching resources provided by instructors can greatly enhance the classroom experience and student performance. Data is key in the modern information society, and mobile phones offer access to resources and the Internet with information that is more updated than textbooks for example. With teacher guidance, the class curriculum can be supplemented with relevant and reliable digital materials that offers tools for copying, highlighting, or taking screenshots of vital facts to be studied later. Meanwhile, certain application on smartphones can improve organization by helping maintain due dates on assignments and class announcement through notifications.

Cellphones can be used to reinforce material that is learned in the classroom through peer communication. According to Ngesi et al. (2018), “these two technologies proved to be not only viable but also sustainable because of both their pervasive nature and their affordability” (p. 10 par. 6). Their study focused on foreign language utilization through SMS and Mxit instant messaging and found that it could be a vital tool for follow-up teaching and student reinforcing the English language in direct communication during and outside class. Unfortunately, historically the well-regulated and rigid frameworks of formal education are not a good fit with connectivity of mobile phones. Mobility and connectivity of mobile phones has the potential of being integrated into the curriculum, and depending on the region and type of education, the device has significant flexibility on its place in the classroom activities and beyond (Torbjörn, 2017). Based off this study, it is prevalent that students continue to utilize mobile phones whether they are banned or not, and most often for social media and communication. Therefore, it is in the best interest of instructors to embrace this activity and find ways which smartphones can be flexibly included to reinforce curriculum and learning without becoming overwhelming distractions.

Mobile phones hold the opportunity of revolutionizing the education sector by introducing alternative learning processes and methods of instructional delivery known as ‘new learning.’ “According to proponents of new learning, mobiles facilitate designs for personalized learning in that they are responsive to difference and diversity in the way learning occurs. They facilitate designs for situated learning by providing learning during the course of the activity” (Valk, Rashid, & Elder, 2010, p. 120, par. 4). Mobile technology digitizes and innovates student learning, also helping students build on critical skills of the 21st century which are creativity, communication and collaboration, research, critical thinking, problem solving and decision making, and digital citizenship and technology operations (Keengwe et al., 2014). Mobile phones which commonly include capabilities of virtual reality, real-life rendering, and significant processing power can be used to facilitate interesting and authentic learning, introducing real-world problems or projects in a virtual setting that are beneficial to subject-specific learning.

As technology capabilities increases, mobile phones contribute to new directions in instruction such as mobile learning (mLearning) that can be utilized both inside and outside the classroom, improving access to education. According to Valk et al. (2010), mLearning “can also increase access in those situations where cost represents a significant barrier to learning. For those in rural or remote areas where environmental and infrastructure challenges hinder other learning modalities…mLearning presents great opportunities” (p. 119, par. 4). Smartphones are valuable technology in terms of capabilities for their price point. In many cases, it may improve access to learning and technology for populations unable to afford laptops or tablets that are commonly less efficient in comparison to smartphones at lower-end price ranges. mLearning can contribute inside the classroom as well through activities such as collaborating on a virtual project with students from other schools to tuning in as a class to a digital lecture with participative elements. This concept ultimately alters the character of education due to the nature that mobile technology has with the instructional process.

While devices have benefits to learning, they hold significant challenges as well, particularly the distraction and social components of smartphones. Distraction is commonly cited as the biggest challenge and concern to educators in regard to technology in the classroom. According to Keengwe, Schnellert, and Jonas (2014), “…many school leaders only see them as a hindrance to meaningful learning especially considering their host of likely distractions from student ring tones, e-mails, texting, tweeting, and cheating” (p. 444, par. 2). Distracting elements as noted by students and teachers alike include notifications and access to social media, texting or gaming. With access to social media communication, outside the classroom social elements such as harassment and bullying can come into the classroom resulting in greater disturbances (Keengwe et al., 2014). In the classroom, the cellphone has become almost symbolic as youthful rebellion against authority, by shifting away from classroom tasks. Distractions may also negatively impact students that are low-achieving or have attention disorders in classroom activities where there is a lack of support for structured use (Torbjörn, 2017). While some school districts attempt to resolve this issue by virtually blocking access to certain websites or applications on school grounds or teachers physically monitoring the use of devices in the class, this creates significant management and cost burdens on the school (Dias & Victor, 2017).

Digital learning on mobile devices creates certain technological and practical barriers that can affect limited groups of students as well as the general education process for everyone. According to Dias and Victor (2017), “However not all children have access to modern technology at home not only in developing countries but also in developed countries…Majority of mobile devices used for education seemed to be messy and poorly executed” (p. 341, par. 6-7). There is the concept of accessibility, as not all children will have similar smartphone devices. Different operating systems and technological capabilities of the devices based on cost make it virtually impossible to plan a unified classroom activity. This can also contribute to the mobile phone status among peers, creating unhealthy pressures and addictive behaviors impacting mental health (Keengwe et al., 2014). Use of mobile devices requires constant internet connectivity and other technological issues that may arise such as device malfunctioning, low battery, and other aspects require teachers to have a back-up plan or spend significant time on managing the nuances of these educational technologies (Dias & Victor, 2017).

Cellphones in the classroom are shown to be significantly beneficial on a number of educational tasks ranging from organization to information search, with significant opportunities for academic connectivity and studying. However, applicable evidence shows that there are numerous technological, social, and practical barriers to utilizing mobile phones in classroom settings. Ranging from distractions to technical utility, it can be understood why many instructors are reluctant to adopt this new technology which is touted as ‘transformative’ for education. Going forward as smartphone accessibility and capabilities increases and with a creation of more unified and stable educational networks and applications, potentially the student devices has opportunities. Nevertheless, at this time, banning the devices will have a negative effect and instructors should encourage periodic and independent use of smartphones on some assignments that encourages responsibility and academic interest from students.

Dias, L., & Victor, A. (2017). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 2 (5), 339-344.

Keengwe, J., Schnellert, G., & Jonas, D. (2012). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19 (2), 441–450.

Ngesi, N., Landa, N., Madikiza, N., Cekiso, M. P., Tshotsho, B., & Walters, L. M. (2018). Use of mobile phones as supplementary teaching and learning tools to learners in South Africa. Reading & Writing, 9 (1), 1-10.

Torbjörn, O. (2017). Mobile phones in school: from disturbing objects to infrastructure for learning . Gothenburg: Department of Applied Information Technology, University of Gothenburg.

Valk, J.-H., Rashid, A. T., & Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distributed Learning, 11 (1), 117.

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Tennessee Voices
Teachable Moments
David Plazas
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Ban smartphones in the classroom. They are ruining our children's ability to learn

Tennessee should send a message that our future is more important than our fears by ensuring that technology doesn’t hinder students any longer.

When my son looked around the classroom during the test, he knew what was happening.

He had a choice to make: Pull out his cell phone and cheat like his classmates or be graded on what he actually knew.

By allowing personal technology in the classroom, we’re academically hobbling a generation of students and sending the wrong message to kids with character.

At a minimum, Tennessee should ban electronic devices in public school classrooms if they’re not part of active instruction.

Set clear classroom expectations and enforce the rules

We’re raising a generation of twitchy children who can’t be without technology because we lack self-restraint as adults. The devastating impacts of screen addiction are well researched and increasingly common.

That dependency is spilling over into the education system, and we’re not responding well.

Don’t hide behind the fig leaf of school safety. We can easily allow students to store their phones in the same classrooms where they’re supposed to be learning.

In the exceedingly rare instance of an attack on a school, phones wouldn’t be out of reach. Budgets can’t be the issue either. Amazon sells a phone storage solution which hangs over the back of a classroom door for about ten dollars.

Great bathrooms, beef jerky and art: Buc-ees is the key to uniting a divided America

This is solely a matter of setting clear expectations and enforcing the rules.

Kids who are not distracted by devices learn better

A 2023 UNESCO report noted that banning smartphones from schools in the United Kingdom, Spain, and Belgium improved learning outcomes, especially for underperforming students.

This isn’t complicated. Switching between Shakespeare, YouTube, and TikTok doesn’t exactly promote the sustained focus learning so often requires. Technology may enhance the learning experience, but only in a structured environment that is conspicuously absent in too many classrooms.

The National Center for Education Statistics reports that 77% of schools ban non-academic use of smartphones during the 2019-20 school year.

While that might sound like the problem is being addressed, it isn’t in reality. Having a policy and actively enforcing it are worlds apart.

Young people know technology better than their parents

Just ask any parent whose child has been given a personal computer by the school system. Kids have always been ahead of the adults with technology.

I was pirating music with Napster before I knew it was illegal and my parents even understood the internet.

My sons managed to set up virtual private networks to get around school restrictions before I recognized they were using their computers for games. Immersive technology is one hell of a temptation for teens whose prefrontal cortex and corresponding self-control aren’t fully developed.

If Nashville calls for cease-fire in Israel-Hamas war, it should be for the right reasons

We’re also putting teachers in the position of enforcing squishy policies. Teachers can’t interrupt class time to divine whether a student is engaging in acceptable technology use. In a classroom where smartphones are permitted, doing so would be a full-time job.

Tennessee legislature should take up anew cell phone ban bill

A 2023 Common Sense study on phone use of 11 to 13-year-olds provided some insights into the modern classroom. “During school hours (Monday through Friday, 8 a.m. to 3 p.m., excluding holidays), 97% of participants used their phones for a median of 43 minutes (ranging from less than one minute to six and a half hours),” the study notes.

Measured against Tennessee's 6.5-hour school day , roughly 11% of the academic day goes to social media, YouTube, and gaming on average. That translates to a week shaved off the school year without considering any lost learning due to distractions and cheating.

Again, the kids most harmed by technological distractions are the ones who can least afford the academic setback.

In the last session of the Tennessee General Assembly, Rep. Rebecca Alexander, R-Jonesborough, and Sen. Jon Lundberg, R-Bristol, introduced legislation ( House Bill 2758/Senate Bill 2809 ) which would require schools to prohibit students from using electronic devices during instructional time without permission.

The House version failed to advance from the Education Administration Committee with eight votes in favor, eight votes against, and one present not voting. The Senate version fizzled in committee as well.

If we’re serious about educational results for children and supportive of our teachers, that result can’t be good enough.

USA TODAY Network Tennessee Columnist Cameron Smith is a Memphis-born, Brentwood-raised recovering political attorney who worked for conservative Republicans. He and his wife Justine are raising three boys in Nolensville, Tenn. Direct outrage or agreement to [email protected] or @DCameronSmith on X, formerly known as Twitter. Agree or disagree? Send a letter to the editor to [email protected] .

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How Has a Ban on Smartphones in Schools Affected You?

We want to hear from you — students, parents and teachers — about a growing push to limit smartphone usage in schools.

By Emily Cochrane

Gov. Gavin Newsom of California on Tuesday became the latest state leader to back a ban on smartphones in schools, joining a growing, bipartisan call to limit them in the classroom.

Similar restrictions are already in place statewide in places like Florida and Indiana . Elsewhere, individual school districts or schools have instituted policies on their own. And more could follow: Gov. Kathy Hochul of New York has said she plans to pursue a similar ban next year.

We want a better understanding of what this policy means for students, parents and teachers. How has the ban been implemented in the classroom, and what does enforcement look like? Has it changed things in the classroom?

We’re especially interested in hearing from people in areas where such a ban is already in place.

We won’t publish any part of your response without following up and hearing back from you to learn more. Your contact information won’t be shared outside of the Times newsroom, or used for anything other than to get in touch with you.

If you’re a student, please fill out this form only if you are 14 or older. If you are between the ages of 14 and 17, a reporter will ask to get in touch with your parent or guardian before talking with you further.

How Has a Ban on Smartphones in Schools Affected Your Classroom?

Emily Cochrane is a national reporter for The Times covering the American South, based in Nashville. More about Emily Cochrane

Los Angeles school district bans use of cellphones, social media by students

Over 429,000 students in the nation’s second-largest school district will be prohibited from using cellphones and social media platforms during the school day after the Los Angeles Unified School District board passed the ban Tuesday.

The Los Angeles Unified School District's Board of Education voted 5-2 , approving a resolution to develop within 120 days a policy that bans student use of cellphones and social media platforms during the entire school day. The policy, which will be implemented districtwide, will go into effect by January, according to the board.

"I think we're going to be on the vanguard here, and students and this entire city and country are going to benefit as a result," said board member Nick Melvoin, who proposed the resolution.

The move is an attempt by educators to curb classroom distractions and protect students' mental health. K-12 teachers in the U.S. have increasingly faced challenges over students' cellphone use with one-third saying phone distraction is a "major problem in their classroom," according to a Pew Research Center survey conducted in fall 2023.

On Tuesday, California Gov. Gavin Newsom expressed his support for efforts to restrict cellphone use in schools across the state. Newsom previously signed legislation in 2019 that allowed, but did not require, districts to limit or ban smartphone use at schools.

Going old school: Flip phone sales are surging as folks seek connection without distraction

The governor echoed U.S. Surgeon General Vivek Murthy's remarks published Monday in a New York Times opinion essay . Murthy called for safety warning labels – similar to those on tobacco and alcohol products – on social media platforms, citing what he considers a mental health "emergency" among young people.

"As the Surgeon General affirmed, social media is harming the mental health of our youth," Newsom said in a statemen t Tuesday. "Building on legislation I signed in 2019, I look forward to working with the Legislature to restrict the use of smartphones during the school day. When children and teens are in school, they should be focused on their studies – not their screens."

Five reasons kids are missing school. Chronic absenteeism is schools' 'biggest problem.'

'Full-time job being the police of the phone'

The Los Angeles ban will expand on its existing policy that prohibits "the use of cellular phones, pagers, or any electronic signaling device by students on campus during normal school hours or school activities, excluding the students’ lunchtime or nutrition breaks." The current policy was adopted in 2011.

For the updated policy, the Los Angeles Unified School District board said school officials will have to consider options for cellphone storage, such as locked pouches or lockers during school hours. Officials will also need to consider age and grade-level appropriate guidelines, along with what exceptions should be made for students with learning or physical disabilities.

The ban has received mixed reactions from school administrators, parents, and students who have noted concerns over student ownership, safety, and communication, and enforcing the policy on a wide scale, The Los Angeles Times reported.

Board member George McKenna voted against the resolution and cited concerns that the policy would be too restrictive. Board member Scott Schmerelson also voted against the resolution saying it was unclear whether the ban would be implemented during noninstructional time and questioned who would enforce the policy.

"I think it's going to be a full-time job being the police of the phone," Schmerelson said.

Supporters of the ban said a similar policy at a district middle school has improved the campus' learning environment, according to The Times.

Board members supporting the ban wrote in their agenda that research "indicates that limiting cellphone usage and social media access during the school day increases academic performance and has positive effects on student mental health." They added that research has shown a correlation between cellphone addiction and increased rates of anxiety and cyberbullying.

School cellphone bans in other states, schools

Parents and educators across the country have expressed growing concern over the impact of cellphones on young people, including classroom distractions and potential mental health issues. As of the 2021-2022 school year, more than 76% of K-12 public schools prohibit cellphone use in non-academic settings, according to the National Center for Education Statistics .

But in recent years, lawmakers have considered legislation restricting smartphone use in schools. Last year, Florida became the first state to prohibit student phone use during class time and to block student access to social media on school Wi-Fi.

In March, Indiana Gov. Eric Holcomb signed a bill prohibiting students from using phones and other wireless devices in classrooms. Ohio Gov. Mike DeWine signed a similar bill in May that requires school districts to establish a policy governing cellphone usage during school hours.

As of June, lawmakers in at least eight states have considered passing similar legislation, USA TODAY previously reported .

Contributing: Sara Chernikoff and Kinsey Crowley, USA TODAY; Reuters

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Argumentative Essay on the Use of Mobile Phones in Schools

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Local parents and guardians react to new MCPSS security plan

Fox10 news is asking the public how they feel about the new security mandates at mcpss from mandatory clear backpacks to metal detectors and limiting the use of cell phones in the classroom..

MOBILE, Ala. ( WALA ) -The Mobile County Public School System is unveiling their new security plan , and there are some significant changes ahead for the largest public school system in the state.

Click here to view the full MCPSS enhanced security plan

“It is good to see that they’re attempting to make some kind of change. I don’t think there’s a way to make everybody happy but I think it’s a step in the right direction,” said one local parent.

For middle and high school students, there will be a weapons detection system that will automatically scan students as they enter the school building.

Local parents are telling FOX10 News how they feel about the new technology.

“I see the funds that were allocated for the metal detectors, and I really don’t know. A lot of places, you don’t really go through metal detectors and I think it’s kind of sad that the first place we’re going to start implementing them in the schools,” said one parent.

”I mean, it takes away the homey feel of it but I feel like times like this- it’s necessary now,” added another.

“If it’s going to catch someone who’s bringing something that doesn’t belong in schools, then that’s a good thing,” said one. “There has been an increase in violence in schools lately and it can be scary at times.”

Mobile County Public Schools will also be collecting cell phones from students when they get to school if they bring them into the building. Students can also leave cell phones in their cars before going in. Many parents say cell phones are a major distraction, and they’ll be happy when they’re gone from the classroom.

“They need to take cell phones from the kids because they’re not paying attention in school- they’re not getting their education,” said one parent.

“I think kids spend way too much time on cell phones and social media and that that has become way more important than just learning,” added another.

“If their parents need them- they can call the school. Nobody needs a cell phone while they are in school. I think the policy is perfectly sound. It’s not that their children are inaccessible or that they don’t have access to their parents if it’s a genuine need,” said another.

Still, others say the cell phone policy will be hard to regulate.

“I think kids are going to be distracted either way. I can remember being in school 20 years ago and if it wasn’t my cell phone- it was writing notes, it was drawing pictures. We’re not limiting their communication- we’re making them smarter so they’re going to have to go through the backdoors,” said one parent.

Starting in the 2025-2026 school year, MCPSS will provide mandatory clear backpacks for all students.

“Clear backpacks to me are a waste of time even though the school is supposed to be providing these clear backpacks- that’s an allocation of funds I believe that could really go towards something else,” said one parent.

Others think the transparency of the clear backpacks is necessary.

“That’s a great idea. Kids nowadays- you never know what they’ll bring to school,” added another.

In the end, many people say they’re saddened by the fact that these measures have to be implemented but are thankful it’s being done sooner rather than later.

“I feel like the kids will be safer for it,” said one parent.

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Essay on Mobile Phone for Students and Children

500+ words essay on mobile phone.

Essay on Mobile Phone: Mobile Phone is often also called “cellular phone”. It is a device mainly used for a voice call. Presently technological advancements have made our life easy. Today, with the help of a mobile phone we can easily talk or video chat with anyone across the globe by just moving our fingers. Today mobile phones are available in various shapes and sizes, having different technical specifications and are used for a number of purposes like – voice calling, video chatting, text messaging or SMS, multimedia messaging, internet browsing, email, video games, and photography. Hence it is called a ‘Smart Phone’. Like every device, the mobile phone also has its pros and cons which we shall discuss now.

Advantages of Mobile Phone

1) Keeps us connected

Now we can be connected to our friends, relatives at any time we want through many apps. Now we can talk video chat with whoever we want, by just operating your mobile phone or smartphone. Apart from this mobile also keeps us updated about the whole world.

2) Day to Day Communicating

Today mobiles phone has made our life so easy for daily life activities. Today, one can assess the live traffic situation on mobile phone and take appropriate decisions to reach on time. Along with it the weather updates, booking a cab and many more.

3) Entertainment for All

With the improvement of mobile technology, the whole entertainment world is now under one roof. Whenever we get bored with routine work or during the breaks, we can listen to music, watch movies, our favorite shows or just watch the video of one’s favorite song.

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4) Managing Office Work

These days mobiles are used for many types of official work From meeting schedules, sending and receiving documents, giving presentations, alarms, job applications, etc. Mobile phones have become an essential device for every working people

5) Mobile Banking

Nowadays mobiles are even used as a wallet for making payments. Money could be transferred almost instantly to friends, relatives or others by using mobile baking in the smartphone. Also, one can easily access his/her account details and know past transactions. So it saves a lot of time and also hassle-free.

Disadvantages of Mobile Phones

1) Wasting Time

Now day’s people have become addicted to mobiles. Even when we don’t need to mobile we surf the net, play games making a real addict. As mobile phones became smarter, people became dumber.

2) Making Us Non- communicable

Wide usage of mobiles has resulted in less meet and talk more. Now people don’t meet physically rather chat or comment on social media.

3) Loss of Privacy

It is a major concern now of losing one’s privacy because of much mobile usage. Today anyone could easily access the information like where you live, your friends and family, what is your occupation, where is your house, etc; by just easily browsing through your social media account.

4) Money Wastage

As the usefulness of mobiles has increased so their costing. Today people are spending a lot amount of money on buying smartphones, which could rather be spent on more useful things like education, or other useful things in our life.

A mobile phone could both be positive and negative; depending on how a user uses it. As mobiles have become a part of our life so we should use it in a proper way, carefully for our better hassle-free life rather using it improperly and making it a virus in life.

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Cellphones in Schools: Addiction, Distraction, or Teaching Tool?
A short history of the long debate over how to manage cellphone use in the classroom. ... 1988 ban on mobile devices in New York City schools ... Lee in their 2006 essay. ...
The Students Use of Mobile Phones in the Classroom
The use of mobile phones in the classroom can improve student's performance and help them to have better learning outcomes. It can save their time, prevent them from carrying heavy bags with textbooks and notebooks and increase the accessibility of course materials. The possible drawbacks of the use of technology in class are individuals ...
Experts see pros and cons to allowing cellphones in class
Bans may help protect classroom focus, but districts need to stay mindful of students' sense of connection, experts say. Students around the world are being separated from their phones. In 2020, the National Center for Education Statistics reported that 77 percent of U.S. schools had moved to prohibit cellphones for nonacademic purposes.
PDF Mobile phones in the classroom: Policies and potential pedagogy
In contrast to current educators, 45% supported the use of mobile phones in the classroom (while 25% did not), compared to earlier research that found only one-fourth of the preservice teachers supported their use. More than half of the preservice teachers (58%) indicated that mobile phones support student learning, whereas far fewer (21% ...
Cellphones in Schools: A Huge Nuisance and a Powerful Teaching Tool
Cellphones are both a powerful learning tool and huge distractions for kids. Figuring out how to make the most of them is "really tricky," said Taylor, a fan of technology in the classroom who ...
The Use of Mobile Phones in Classrooms: A Systematic Review
In this study, following a survey of 95 teachers and students on the use of. mobile phones, their benefits for both communicating among themselves and with ed-. ucational communities in other ...
PDF Cell Phones, Student Rights, and School Safety: Finding the Right ...
school-board equity policies, as "banning mobile phones could be a low-cost way for schools to reduce ... tured cell phone use in the classroom might negatively affect learning and grades (e.g., Duncan et al., 2012; Froese et al., 2012; McDonald, 2013). Other studies reported that while performing school activi-
The Use of Mobile Phones in Classrooms: A Systematic Review
The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff.
Banning mobile phones in schools: beneficial or risky? Here's what the
Whether to allow student use of mobile phones in school is certainly a hot topic in education. The Victorian announcement follows a French government ban on mobiles in school in 2018.
The Use of Mobile Phones in Classrooms: A
The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal ...
PDF Using Mobile Devices in the Classroom
Research and draft writing by MSOT student, Michelle Fitzula 2019 in partial fulfillment of Spring 2019 Graduate Assistantship. • Summary of research on mobile device use as distracting/harmful in the classroom o Interferes with learning, leads to worse grades, distracts classmates from learning (especially texting and laptop use) - *Create expectations and guidelines (i.e. specific projects ...
High school teachers say phone distraction in class is a big problem in
Hochul's legislative push comes as K-12 teachers in the United States face challenges around students' cellphone use, according to a Pew Research Center survey conducted in fall 2023. One-third of public K-12 teachers say students being distracted by cellphones is a major problem in their classroom, and another 20% say it's a minor problem.
Should Cell Phones Be Allowed In Classrooms?
Starting in September 2019, cell phones will be banned in Ontario classrooms during instructional time. The new ban means elementary and secondary school students won't be able to use their cellphones in the classroom unless it is for educational purposes, medical reasons, or as a support for students with special needs.
The Use of Mobile Phones in Schools
The use of cell phones in schools by students has become a fiercely debatable topic that concerns all segments of society, including students, parents, teachers, scholars, and officials. People who mostly advocate for using mobile phones consider that these devices are beneficial in providing safety and seamless connection of pupils with ...
Argumentative Essay on Cell Phones in School
On one hand, proponents argue that cell phones can be used as educational tools and can help students stay connected with their families. On the other hand, opponents claim that cell phones are a distraction in the classroom and can contribute to academic dishonesty. This argumentative essay aims to explore the pros and cons of allowing cell ...
Should smartphones be banned in schools? The big debate
Create a class contract: Class contracts can be useful in all areas of classroom management, but setting the boundaries of mobile phones early on can be useful later down the line. Use a traffic light system: A green sign on the classroom door tells students to get phones out ready face up on the desk.
Cellphones as an Education Tool
Benefits. Mobile phones can be used as beneficial tools for information and organization in the academic context in the classroom. According to Torbjörn (2017), "the tasks for which the students wanted to use mobile phones were doing calculations, searching for information, translating words, communicating, keeping a calendar and taking pictures" (p. 74, par. 3).
(PDF) Smartphones in the Classroom: The Pros and Cons ...
It was found that 95% of students bring their phones to class every day, 92% use their phones to text message during class time, and 10% admit they have texted during an exam on at least one occasion.
PDF A Cell Phone in the Classroom: A Friend or a Foe?
Keywords: Texting; text messaging; mobile technology; cell phone. 1. Introduction. Learning and communication are becoming increasingly mobile, and the advent of Web 2.0 technologies is actively dissolving the boundaries between "educational" and "real world technologies.". The relationship between users of modern technologies and ...
PDF Using mobile devices in the language classroom
bile functions, apps, and web-based resources. Mobile use in the language classroom can serve as a w. lcome break, start-up, or concluding activity. Mobile-based activities can stimulate rich collaborative work, as students work together to communicate in the target language, based on what they have heard, watch.
Ban smartphones in the classroom. They are ruining our children's
A 2023 Common Sense study on phone use of 11 to 13-year-olds provided some insights into the modern classroom. "During school hours (Monday through Friday, 8 a.m. to 3 p.m., excluding holidays ...
How Has a Ban on Smartphones in Schools Affected You?
Gov. Gavin Newsom of California on Tuesday became the latest state leader to back a ban on smartphones in schools, joining a growing, bipartisan call to limit them in the classroom.
(PDF) The Effectiveness of Using Mobile Phone in ...
Mobile phone with its capacity to compute, download and deliver multimedia content offers exciting new frontiers in pedagogy for teaching writing which is the most neglected and difficult skill.
Los Angeles school district approves cellphone and social media ban
K-12 teachers in the U.S. have increasingly faced challenges over students' cellphone use with one-third saying phone distraction is a "major problem in their classroom," according to a Pew ...
Argumentative Essay on the Use of Mobile Phones in Schools
Mobile phones are widely used by university students and there is a controversial topic whether students should be able to use them freely during lectures. A survey was distributed seeking student opinions on using mobile phones in classroom. We used two-phase sampling method to reduce the nonresponse bias. There were 392 valid responses.
Cell Phones In School Essay
Teachers are also able to teach students the proper way to use cell phones in a professional setting. Cell phones can also raise engagement levels in classes. In the article Cell Phones in the Classroom by George Engel and Tim Green, "There was an observable rise in class participation when cell phones were used in the class" (44).
What's the best hook for an essay about school cell phone policies
Expert Answers. You asked for a "hook" for your essay, and later mentioned that the piece should be negative (against cell phones in the classroom). A good hook would be the following title: "Your ...
Local parents and guardians react to new MCPSS security plan
FOX10 News is asking the public how they feel about the new security mandates at MCPSS from mandatory clear backpacks to metal detectors and limiting the use of cell phones in the classroom.
Essay on Mobile Phone for Students and Children
Even when we don't need to mobile we surf the net, play games making a real addict. As mobile phones became smarter, people became dumber. 2) Making Us Non- communicable. Wide usage of mobiles has resulted in less meet and talk more. Now people don't meet physically rather chat or comment on social media.

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The Use of Mobile Phones in Classrooms: A Systematic Review

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Essay on Mobile Phone for Students and Children

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