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This image shows us the principal of Maxson middle school when he tried to make all the students put there phone in a pouch for the entire day. It only lasted for a week because it was a bad idea.  Not only was it a waste of money but it didn’t help students.

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This video explains the reason we should have cellphones in school. I agree with the video because as a student we can use all the reasons in the video. Not only students use cellphones at school, teachers do too.

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Students and teachers should be allowed to have cellphones in school for educational purposes or emergencies. Cellphone are helpful in so many ways. “After all, class goofs, mindless daydreaming during math class, and causing class disruptions are behavioral types that have existed long before mobile phones even existed. There are a number of emergency levels that constitute different threats. Whether a student left their essay at home and they need to call a parent to bring it in or if there is an intruder on campus posing a threat to the safety of all students, having a powered cell phone can help prevent a disaster from getting worse.“  As a student I have had emergencies that required me to use a cellphone. I have had to use my phone for educational purposes and phones are necessary for our safety and helps us to be responsible.

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Why K-12 Students Should Have Access to Cell Phones and Why Cell Phone Charging Stations Matter

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This article is intended to help school administrators learn why K-12 students should have access to cell phones. And why schools should invest in cell phone charging stations and charging lockers.

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Why K-12 Students Should Have Access to Cell Phones and Why Cell Phone Charging Stations Matter

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People will have so many opinions on cellphones in school. “Recent research has revealed that texting (in class, in meetings, at dinner) has become a significant problem in the United States. A recent university study found that 90% of college students surveyed admitted texting during class. Some even admitted sending messages during tests. This rampant abuse has led some professors to ban phones during tests and/or during all classes. One professor informed students that if he even saw a phone during a test, the owner would receive an automatic zero, whether the phone was in use or not.” Being on the phone doesn’t mean bad all the time some students listen to music because some people concentrate more with music or students would be more excited to learn with technology than sit and listen to a lecture for an hour, it would help them take in information easier.

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Parents worry about there kids when they are away. Using a cellphone to stay in communication help parents to stop worrying less. “Safety and communication are significant concerns—parents want to be able to keep track of their children at all times. Parents also think cell phones allow them to have a better connection with their children. Cell phones allow parents to call their children at any time to talk about their day” Any emergency at school, phones are the first thing to help us communicate with anyone like the police, ambulance and our parents.

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[A] reason to consider introducing cell phones in learning is to promote digital etiquette, a concept foreign to most people. According to a recent study by the Pew Internet & American Life Project, "How Americans Use Their Cell Phones":

More than a quarter of cell phone owners (28%) admit they sometimes do not drive as safely as they should while they use their mobile devices.... Furthermore, 82% of all Americans and 86% of cell users report being irritated at least occasionally by loud and annoying cell users who conduct their calls in public places. Indeed, nearly one in ten cell phone owners (8%) admit they themselves have drawn criticism or irritated stares from others when they are using their cell phones in public.

An educator's job is to help students navigate and stay safe in their media world. Students are often unaware of and indifferent to the consequences of their use and misuse of technology. Currently, many students do not worry about protecting their own privacy or the privacy of others when using digital media. For example, 55% of students do not care whether the digital material they use is copyrighted. Additionally, only 25% of students consider online safety and cost a concern when using the Internet. When it comes to etiquette, students ages 10-17 often do not seem to understand appropriate cell phone use. According to the Disney Mobile Survey (2007), while nine out of ten 10- to 17-year-olds believe they are polite on their cell phones, 52% admit to sending text messages at the movie theater, while 28% admit to sending text messages at the dinner table. These statistics demonstrate that teens and tweens are unaware of cell phone etiquette, and educators have an opportunity to teach them appropriate uses of this communication device.

Instead of spending time, energy, and money creating policies to fight cell phone use in schools, we are better served by directing our resources toward finding useful ways to integrate these devices as knowledge construction, data collection, and collaborative communication tools, and toward teaching digital etiquette. Parents may appreciate the help. [Research psychologist Larry] Rosen found that only one-third of parents have seen their children's MySpace page and only 16% of them check it on a regular basis. Although this does not relate directly to cell phones, it demonstrates that parents may need some assistance in monitoring their children and teaching them about digital etiquette....

Early intervention may be the key to help students develop appropriate cell phone etiquette and budget management.

Cell Phones in Preschool and Lower Elementary Learning

Although the focus ... is on cell phones as learning tools for secondary students, cell phones also have potential as learning tools for preschool and elementary students. Although many argue (and it is a valid argument) that PK-5 students do not have their own cell phones, those statistics are rapidly changing. [Marketing analyst Marina] Amoroso estimates that by 2010, 54% of 8-12 year olds will have their own cell phone. [Writer Adam] Hunter describes parents' reasons for giving younger children cell phones: Safety and communication are significant concerns-parents want to be able to keep track of their children at all times. Parents also think cell phones allow them to have a better connection with their children. Cell phones allow parents to call their children at any time to talk about their day.

Although Hunter also found that some parents oppose giving their younger children cell phones, considering the growing number of elementary-age children with cell phones, I think it is reasonable to consider how cell phones could be learning tools for younger students. In addition, educational organizations are starting to research and develop educational software for cell phones targeted at young children. Basic literacy skills such as reading and arithmetic are the focus of these efforts. One example by PBS Kids is called the "Ready to Learn Cell Phone Study." The researchers loaded parents' cell phones with software designed to help preschoolers learn their alphabet. Ultimately they found that cell phones were effective tools for delivering the PBS preschool Ready to Learn content to preschoolers. Therefore it is not ridiculous to begin to consider how cell phones could be used as learning tools for younger children.

[One] big complaint expressed by adults concerning cell phones and teenagers is that they are using them inappropriately. Teenagers are frequently text messaging or talking while they are driving; they text during movies, speeches, and church services; and they often overspend their minutes. By the time students reach the secondary level, they have already developed many poor cell phone habits. Early intervention may be the key to help students develop appropriate cell phone etiquette and budget management. Using a cell phone could be compared to driving a car. While the age to obtain a license in most states is 16, students with parent supervision and certified driving instructors can start learning to drive earlier (usually 15).

Instead of just giving teenagers cell phones for the first time and having them incur overcharges for too much text messaging because they don't understand their phone plans, or getting in trouble at school for taking inappropriate pictures because they were never taught cell phone etiquette, children could be exposed to appropriate uses long before they have their own phone. This could happen under the supervision of teachers and parents. In addition, the cell phone can first be introduced to younger students as a learning tool rather than a social toy.

Additionally, teachers could send home guidelines for parents to help them talk with their children about cell phone etiquette....

One important aspect to consider is that students themselves do not need to have their own cell phones in order to take advantage of them as learning tools. Keep in mind that most elementary-age children do not own their own computers, yet we do not ignore the fact that the computer can be a useful learning tool for younger students. There are many one-computer classrooms where innovative teachers employ one computer for 30 students; the same can be done for cell phones. If the classroom teacher has a cell phone, that would be enough. Many activities can be done with just one cell phone. It is also unnecessary for students to use cell phones inside the classroom.

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Teaching Students Cell Phone Responsibility Can Begin Early

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A] reason to consider introducing cell phones in learning is to promote digital etiquette, a concept foreign to most people. According to a recent study by the Pew Internet & American Life Project, "How Americans Use Their Cell Phones": More than a quarter of cell phone owners (28%) admit they sometimes do not drive as safely as they should while they use their mobile devices....

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“According to the Consumer Technology Association, 87 percent of US households owned at least one smartphone in 2018. National Center for Education Statistics in 2017, 92 percent of five-to-eighteen-year-olds in the United States had access to the internet through a mobile internet service or data plan. Many students use cell phones for educational purposes and class-related tasks such as taking notes, keeping track of assignment deadlines, checking grades, scheduling reminders, and emailing teachers. Some educators use cell phone technology in the classroom to help students access online study tools or collaborate on projects.”

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The rate of cell phone ownership among twelve-to-seventeen-year-olds in the United States has increased rapidly since the beginning of the twenty-first century. Between 2004 and 2016, the share of US teenagers who owned a cell phone grew from fewer than half to nearly 90 percent. At the beginning of this period, most mobile phones were basic devices with functions generally limited to voice calls and text messaging. As smartphone technology emerged, many parents were reluctant to give their children expensive, handheld devices that offered unrestricted access to the internet. Such attitudes began to change, however, as basic phones became less common and internet technology became more integrated into American life. According to the Consumer Technology Association, 87 percent of US households owned at least one smartphone in 2018. The smartphone reached more homes than the laptop computer (72 percent) that year and was second only to the television (96 percent).

As reported by the National Center for Education Statistics in 2017, 92 percent of five-to-eighteen-year-olds in the United States had access to the internet through a mobile internet service or data plan. Rates of youth access to smartphones for personal use increase by grade level and age. Nielsen reported in 2017 that US youth most commonly acquired a smartphone with a service plan (as opposed to Wi-Fi only) between the ages of ten and twelve. According to 2018 polling data from Pew Research Center, 95 percent of thirteen-to-seventeen-year-olds reported either having a smartphone or having access to one that year. Ownership and access to smartphones was slightly more common among girls (97 percent) than boys (93 percent). It was also slightly more common among teenagers living in households with incomes over $75,000 (97 percent) than among those in households with annual incomes under $75,000 (93 percent).

The prevalence of cell phone ownership among young people creates both problems and opportunities for schools. Many students use cell phones for educational purposes and class-related tasks such as taking notes, keeping track of assignment deadlines, checking grades, scheduling reminders, and emailing teachers. Some educators use cell phone technology in the classroom to help students access online study tools or collaborate on projects. Allowing cell phones in schools has remained a subject of intense debate, however, as studies have associated their use with negative academic, social-emotional, and mental health outcomes.

Pros and Cons of Allowing Cell Phones in Schools

Cell phones can be used for educational purposes like researching information on the internet, using innovative applications, and organizing notes and assignments.

Cell phones enable youth to stay in communication with parents, employers, coaches, and classmates, which can improve relationships, assist with time management skills, and enable students to contact help in an emergency.

Teachers can devote more time and energy to teaching when they are not required to discipline students for cell phone use. Some teachers advocate policies that match accepted digital behavior in broader society.

Cell phones are additional and unneeded distractions in the classroom that interfere with learning. Despite their best efforts, youth may find the temptation to check messages and notifications difficult to resist.

Cell phones create opportunities for students to engage in bullying and have been linked to heightened feelings of isolation and depression among adolescents. In certain crises, such as a mass shooting, cell phone use may be inadvertently detrimental.

Teachers should not be expected to police cell phone use in the classroom or train students on their appropriate use, as teachers are tasked with educating students on many subjects and lack resources to constantly monitor student phone use.

Academic, Social, and Psychological Effects

Much of the debate about cell phones in schools centers on their impact on students' learning environments and academic performance. Many students struggle to resist the draw of text messages, social media notifications, games, and other entertainment on their devices. According to Pew, 45 percent of teenagers indicated that they used the internet "almost constantly" in 2018. When students bring their phones into the classroom, they become sources of distraction and disruption, which inhibit concentration and focus. The results of a study published in Computers in Human Behavior in 2018 suggest that the simple presence of students' phones during a short lecture impairs attention and reduces learning. In the study, participants who were allowed to have cell phones during a short lecture remembered less of the lecture's material when quizzed later, with retention further reduced among participants noticeably distracted by incoming messages or notifications.

Some studies have suggested that allowing cell phone use in schools leads to poorer learning outcomes. A 2018 paper published in Educational Psychology estimated that allowing students to use smartphones in classrooms lowers exam performance by a minimum of about half a letter grade when compared to exam performance of classrooms in which student technology use was prohibited. The authors acknowledged the study's limitations-namely, its small sample size and informal methods-but underscored the importance of data suggesting that permitting smartphones in class lowers exam performance even among students who do not use theirs during class. Many educators who favor banning smartphones in the classroom argue that their negative impact on learning outcomes is not limited to the individual student user but extends out to their classmates, whose attention may be drawn to a neighbor's screen or whose lesson may be interrupted when an instructor needs to stop teaching to address the disruption.

Cell phones in schools are also associated with negative social and psychological effects. Child development experts caution that excessive use of a smartphone or other mobile device can prevent students from engaging in social interactions and developing interpersonal skills. Data also suggests that having smartphones at school creates more opportunities for students to engage in inappropriate uses of the technology, such as bullying, harassment, or sexting. The New York City public schools district, for instance, had 178 reported incidents of cyberbullying in the 2013-2014 school year, before administrators lifted a decade-old ban on cell phones. After phones were allowed in schools, cyberbullying incidents increased to 804 in 2015-2016.

Compulsive or excessive use of cell phones has been tied to poor mental health outcomes for teenagers, including higher rates of social isolation, anxiety, depression, and suicide. A study of more than 500,000 American students conducted between 2010 and 2015 showed that teenagers who used smartphones or other electronic devices for three or more hours per day were 34 percent more likely to experience suicidal thoughts than teenagers who used such devices fewer than two hours per day. Many psychologists remain unconvinced, however, that smartphone use itself determines adolescent mental health. They argue that existing studies make headlines but do not provide comprehensive or compelling data to back up the claim that smartphone use is a determinant of youth mental health.

Productive Uses

Despite the potential drawbacks, 92 percent of students in grades 6-12 who were surveyed in 2016 felt it was important for them to use their cell phones in school for learning purposes, while 71 percent of parent respondents agreed that their children should have mobile devices in school. Pressure from parents who want to be able to contact their children during the school day-whether to arrange rides, coordinate after-school activities, or ensure their safety in case of emergency-has contributed to a trend toward reversing cell phone bans in schools. The National Education Association reported that 70 percent of schools that had a cell phone ban in place during the previous five years had lifted it by 2016.

Some teachers support the idea of allowing cell phones in schools. They view total bans as both ineffective and unrealistic, with some supporters arguing for "bring your own device" (BYOD) policies as cost-saving measures that allow schools to avoid the expense of providing laptops or tablets for every student. Finally, some teachers accept that smartphones are central to students' lives and argue that, rather than banning their use in schools, educators should take the opportunity to teach students the skills and knowledge they need to become good digital citizens. Digital citizenship refers to how people use technology to participate in society and emphasizes safe, positive, and productive engagement. Teachers have found many ways to incorporate cell phones into lessons to enhance learning, engage students, and encourage active participation. Examples of ways students may use smartphones in class include conducting online research, sharing documents, recording presentations, holding conferences, creating surveys, or connecting with subject-matter experts on social media.

Some proponents view cell phones in schools as an important safety measure. Students armed with phones can use them to capture footage, document events, and communicate in a crisis. In 2015, for example, students at a South Carolina high school recorded a violent confrontation between a school resource officer (a trained, armed law enforcement officer assigned to provide security in a school) and a student. The video led to the officer being fired for excessive use of force. In February 2018, on the other hand, students at Marjory Stoneman Douglas High School in Parkland, Florida, used their cell phones during a school shooting that killed seventeen people. They updated their social media accounts, texted friends, called their parents, and interviewed one another while the scene was still active.

While staying connected during the crisis was believed to have helped many students and their families feel more secure, experts warned that using mobile devices during an emergency can create complications. After the Parkland shooting, for instance, concerns were raised that students using cell phones could have alerted the shooter to their locations, missed hearing important instructions from authorities, or jammed communication channels needed by first responders. Although many parents recognize the ways cell phones in school can interfere with classroom learning, they increasingly cite the need to communicate with their children during emergencies as a primary reason to oppose total bans.

Critical Thinking Questions

Do you think your school's current policy on cell phones and electronic devices is effective and appropriate? Why or why not?

What kinds of academic subjects or classroom activities do you think could be enhanced by integrating smartphone technology?

In your opinion, to what extent should schools be responsible for educating young people on how to be good digital citizens? Explain your answer.

Administrative Responses

School boards, administrators, and educators continue to respond to the problems posed by cell phones in schools in various ways, with some large districts repealing bans at the same time as others institute them. Some schools have issued outright bans that prohibit students from bringing any electronic devices with them. In areas near schools that ban cell phones, local businesses may charge students a small fee to store their phones during school hours. Some schools with outright bans have instituted fines for students caught with phones on school property, while schools with partial bans have instituted penalties for students' use of their phones outside of designated times. Some schools permit students to bring phones to class with the teacher's permission, while others let students carry phones as long as they are silenced or turned off.

Although some US states have considered legislation to ban cell phones in schools, the prevailing trend appears to be toward more flexible policies determined by individual school districts and educators. In California, state lawmakers passed a bill in 2019 that will authorize the state's schools to develop and implement cell phone policies that limit or restrict their use during school hours. Districts are increasingly exploring technological solutions like the app Flipd, which allows teachers to monitor how much time students spend on their phones, or lockable pouches called Yondr. By the beginning of the 2019-2020 school year, thousands of US schools had implemented Yondr, which allows students to bring their phones to school but renders the devices inaccessible unless the pouches are unlocked with a special magnetic device. Many commentators contend that making students' phones mostly inaccessible during school without banning their presence is a way to balance the valid concerns of administrators, teachers, and parents.

Source Citation

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The rate of cell phone ownership among twelve-to-seventeen-year-olds in the United States has increased rapidly since the beginning of the twenty-first century. Between 2004 and 2016, the share of US teenagers who owned a cell phone grew from fewer than half to nearly 90 percent.