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Learning How to Handle Phones Appropriately 

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Learning How to Handle Phones Appropriately 

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As many of the articles I have chosen say, phones should be allowed in schools at least to a certain extent. If teachers set limits and trust their students to be responsible with their phones, it would not be nearly as big of a problem as it seems to be in some schools today. Students, especially middle and high schoolers seem to respond better when given respect and trust instead of distrust before given the chance to prove themselves. Teachers and schools are supposed to teach more than just academics, giving children life lessons and teaching appropriate use of a device that  will most likely will be a huge part of their daily life is important.

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When You're Suspended for Having a Phone

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When You're Suspended for Having a Phone

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This article comes from the perspective of a teacher and how the use of phones in schools have changed. She makes the interesting point that taking phones away and punishing kids for using them is a bit of a double standard. Many adults are just as bad as children when it comes to being distracted by their phone. She argues, as it seems many people do, that teaching kids how to appropriately use their phones is an important lesson in a modern classroom.

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May 2015 | Volume 72 | Number 8
Teaching with Mobile Tech

Larissa Pahomov

Not long ago, most districts banned cell phones in school. Some schools still enforce such policies, but in others, students can use cell phones for personal communication within reason and employ these devices for learning. Many educators sit somewhere between banning phones and incorporating them into teaching. Many of us, myself included, are finding our way on how to let students appropriately leverage this tool. Four scenes from my teaching life illustrate how my thinking about cell phones has evolved-and suggest how school policies might evolve so we can guide students in their cell phone use.

Scene 1. Teaching in a No-Phone Zone

It's 2007. I'm student teaching at a charter school in South Philadelphia. The school has a zero-tolerance policy around cell phones: If a student is caught with one, the phone is confiscated, the student is suspended for a day, and a parent has to come retrieve the phone.

This threat keeps the majority of students from bringing their phone to school-or at least helps them remember to conceal it. Teachers can't tell who has a phone, and most of them don't care as long as they don't have to deal with it. There are still infractions, however. In the middle of a lesson, my mentor teacher catches a girl texting and has to hold the phone-a flashy model that blinks red and blue-in her hand until she gets back to her desk.

A few months later, I hear a ringtone go off in a corner of the classroom. The room titters a bit. I've only been lead teaching this classroom for a few months, and the magnitude of what I'm supposed to do next makes me panic. I glare in the general direction of the noise.

"I didn't hear a phone, did I?"

"No, no," several students reply, as though being accused en masse.

"If I did, it would be turned off by now, right?"

They nod their heads vigorously.

I had few other cell phone infractions to deal with that year. But teaching in a school where phones were forbidden-and knowing that many schools enforce similar policies-led me to this question: How do cell phone policies affect education equity?

This isn't a question most educators ask themselves. Cell phones are often treated as just another thing to manage. But the wide range of policies that exist across state lines, or even within a single district, reveals how privilege, trust, and responsibility are unequally meted out among today's students.

For example, even though New York City public schools banned student cell phones for years, the ban was only enforced in buildings with metal detectors. Mayor Bill de Blasio, who recently ended the ban, admits that his son Dante always carried his phone to his high school, Brooklyn Tech, which doesn't have metal detectors. For students whose learning environments don't offer them that level of trust, options are limited. They can risk sneaking their phones into school, leave them at home, or check their phones at a nearby drug store-for a fee. As a result, students who are already economically disadvantaged have to pay money for an inferior version of the privilege more advantaged students get free, just like when check-cashing services take a bite out of the paychecks of workers lacking a bank account.

Such policies stratify the haves and the have-nots when it comes to who can access technology and information. With an ever-evolving landscape of electronic devices, we need to be aware of what message our policies send.

Scene 2. Playful-but-Serious Guidance

It's 2009, the start of my second year teaching at Science Leadership Academy (SLA) in Philadelphia. The school has a one-to-one laptop program, and students have possession of their laptops 24 hours a day. We have an online course management system and an open-arms approach to device use in general. The environment is a world away from my student-teaching placement.

That doesn't mean I've got everything figured out, however. My first year, I'd taken a laissez-faire approach to how my students used technology in the classroom. The results were pretty messy. Students started class by writing in a paper journal for 10 minutes, and soon several students asked if they could listen to music on their phones while they wrote. That seemed reasonable-until I watched students devote 10 minutes to making the perfect playlist. Students who didn't have music on their phones protested; some got out their laptops for the same purpose. Suddenly, devices were everywhere.

This year, I'm trying a new approach. I don't want to go back to the draconian rules of my student-teaching school, but my students need some guidance. On the first day of school, I make this speech:

I'm not the cell phone police. I have no interest in controlling what you do or don't do with your cell phone. It's your property, and in the end you have to learn how to use it appropriately. Speaking of which, do you know what the cell phone rules are when you take the SATs? When you're in the exam room, if your phone so much as buzzes, you get thrown out of the exam, your scores are cancelled, and you lose the money you paid for the exam. That's four hours that you have to separate yourself from your phone.

This year, we're going to work on getting you to a place where you can manage your cell phone use. Think of me as your coach. We'll be doing some strength training, starting with the beginning of class, which will be tech-free time. Whenever you come into the room, the expectation is that you get your journals out and put all technology away. That means no phones on your desk, no phones shoved between your thigh and the chair or hanging out on the windowsill. A lot of you are already there. But some of you-I'll be honest here-have an addiction. You can't separate yourself from your phone for 10 minutes. If that's you, let me be clear: you have a problem. And we're all here to help you.

I've given a version of this speech every year since. The question about the SAT policy gets students to respond and then to gasp when the truth is revealed. Likewise, the statement "you have a problem" elicits giggles from the class: They know exactly who hasn't yet developed control of their cell phone use. The line "we're all here to help you" is playful, but it sets the right tone: This is an effort based in caring, not enforcement.

This playful-but-serious approach works in an environment where leaders trust students, which we do at Science Leadership Academy. But an experience I had after teaching for several more years helped me ponder why many educators don't trust students to use cell phones for learning-like they would trust adults.

Scene 3. A Double Standard?

It's 2014. I've been at SLA for seven years and have written a book on the school's pedagogical approach. I'm speaking at the Future Ready Superintendent Summit, organized by the U.S. Department of Education and hosted by the White House. One hundred superintendents from around the United States are there, all dedicated to integrating technology use into their districts. Much of the morning is spent in an auditorium adjacent to the White House, going over the logistics of the event we'll attend in the East Room, where President Obama will say a few words. Every single person has a smartphone or tablet out during this time, and our liaison reminds us to put our phones on silent before we enter the White House.

Sure enough, after we walk over to the White House and settle in the East Room, somebody's phone goes off. The room doesn't do anything in response-although I recall thinking "wow, that person's stupid"-and three more phones ring in the hour before President Obama enters the room. (Mercifully, no devices sound during his speech.)

When speaking on a panel later that afternoon, I contrast our situation in the East Room with that of many students. "Did anybody get thrown out of the White House today because they forgot to put their device on silent?" I ask. "Did anybody's parent have to come pick up their phone?"

To get to the point behind my rhetorical questions: Why is it easy for educators to deny students privileges that they allow themselves; why is it acceptable to mete out to minors a punishment that adults would laugh at?

The typical response would be that students "haven't yet learned" how to manage their technology responsibly and that the learning environment will go to pieces if nobody steps in to manage their development. But in classrooms where the presence of electronic devices is normalized, the focus doesn't evaporate whenever a phone rings. If students can't practice using technology responsibly in a low-stakes setting like school, how will they prepare for high-stakes settings like job interviews-or White House visits?

This double standard carries over to the tasks students use their devices for. In 2012, Pew Research Institute surveyed public school teachers who teach advanced placement courses. Sixty-four percent said that digital technologies "do more to distract students than to help them academically." But 99 percent of the teachers said they use search engines for academic purposes, and 73 percent characterized themselves as "very confident" in their online research abilities.

How did these teachers get to this place of confidence and skill? How did they learn to use these technologies for academic purposes, not for distraction? Presumably, many of them finished school before the rise of online research tools and figured out how to apply their traditional skills within the new medium. Why not model this process for students?

Scene 4. Drawing a (Non-Draconian) Line

The week after my White House visit, I'm managing a class of juniors that has just started a series of book club meetings. Students assemble in their groups, pull out their novels, and begin discussing last night's reading.

While they talk, I'm dismayed by the pervasive presence of cell phones on desks. At most tables, at least one student is texting or swiping through a social media feed while another student is talking to them directly. It's one thing if they're getting distracted while I babble on, but watching students ignore one another in this fashion makes me fume.

"All right, everybody. Stop your book clubs for a moment." The conversations slowly grind to a halt.

"I have an announcement-you're all on notice with your cell phone usage. I don't know exactly what it is with this group, but you have a problem."

Nervous laughter spreads around the room. For a moment, I'm not sure they're taking this seriously, but I press on.

"Starting now, if I see a phone out in class, I'm taking it, and it's going to be mine until the end of the day. You can come pick it up right after school. Consider this cell phone detox."

The vibe in the room is one of slight disbelief ("Damn, she's not playin'"). The cell phones disappear, and conversations restart. I tour the room, tuning into different discussions and occasionally offering a guiding question, while also keeping an eye out for surreptitious texting under desks. Occasionally, a student asks, May I use my phone to look up a word we don't know? The answer is always yes.

After class ends, I feel conflicted. I've drawn a hard line in class just days after I spoke at the White House about how my students can manage their technology on their own. Have I circled back to the draconian policies I despised?

In the weeks that followed, however, drawing that line helped my students start to use their phones appropriately. Sometimes students were grumpy when their phone first disappeared into my desk drawer, but by the time they came to collect their device, they were apologetic. After two weeks, I took them off notice. Now the expectation in this class is simply no phones out on desks: You can take it out and use it responsibly, then back in your pocket it goes. And the list of responsible uses isn't short. Students can look up quick facts and definitions, take photos of notes on the board, add reminders to their calendars, complete assignments if their laptop is broken, and even record moments of joy and silliness. That last one may seem irrelevant to learning, but anybody who has ever sat in a classroom devoid of joy knows that it's anything but.

No Problem

Making decisions and implementing sensible policies about devices takes time and attention. It's important not to think of policies like coaching students to lessen their phone use as solutions to a problem, because cell phones aren't a problem to be solved. (Would we solve the problem of students doodling during class by confiscating their pencils?) As long as we treat students like responsible adults and invest energy in fostering responsible behavior, we can not only accept cell phones in schools, but also use them for learning.

Endnotes

Fifty-one percent of U.S. school principals allow mobile device use in school, according to a 2013 by Project Tomorrow, reported in The New Digital Learning Playbook: Understanding the Spectrum of Students' Activities and Aspirations.

Purcell, C., Heaps, A., Buchanan, J., & Friedrich, L. (2012). How teachers are using technology at home and in their classrooms. Washington, DC: Pew Research Institute.

Larissa Pahomov teaches English at Science Leadership Academy in Philadelphia. She is the author of Authentic Learning in the Digital Age (ASCD, 2014). Follow her on Twitter @LPahomov.

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May 2015 | Volume 72 | Number 8 Teaching with Mobile Tech Larissa Pahomov Not long ago, most districts banned cell phones in school. Some schools still enforce such policies, but in others, students can use cell phones for personal communication within reason and employ these devices for learning.

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This article discusses how much phones have come into not just our social lives but our work and academic lives. A study talked about in the article shows that 53% of 4th and 5th graders, 66% of middle schoolers and 82% of high schoolers regularly use their phones. There was even a study that showed 41% of students used their phones to help them complete their homework. Phones have become such a huge part of daily life. Instead of making phones prohibited it may be better to teach students how to limit their use and also use it to their advantage in the classroom.

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A decade ago, cellphones were devices that students in the Katy Independent School District used to complete their academic work at home, but were restricted from using during class.

Now, students in the eastern Texas school system use their cellphones to access reading and math programs via a mobile app. They rely on the devices to complete assignments and quizzes on their smartphones, and to check grades on the district's learning management system, Canvas.

They are even allowed to scan their work on notebook paper using their phones and submit that file via Canvas for grading.

Angelia Garcia, who teaches at Golbow Elementary School in the district, uses a website where she can monitor students' activity on mobile devices while they are completing work and give them real-time feedback by messaging them from her computer.

Smartphones have become a ubiquitous tool for many K-12 students today. A nationally-representative survey, released in 2015 by Pearson, found that 53 percent of 4th and 5th graders, 66 percent of middle schoolers, and 82 percent of high school students regularly used a smartphone. In addition, 41 percent of polled students reported using a smartphone at least twice a week to complete schoolwork, according to the survey, conducted of about 2,300 elementary, middle, and high-school students.

Usage of these devices has even grown among young children. As EdWeek reported in October 2017, the time children ages 8 and younger spent engaging with screen media on mobile devices, such as a smartphone or tablet, has tripled since 2013, from 15 to 48 minutes a day, according to a Common Sense Media national survey.

But the widespread presence of smartphones and the possibility of excessive screen time have raised concerns about negative effects for younger students and encouragement of anti-social behavior.

Jeffrey Knutson, the senior producer for Common Sense Education's teaching strategies project, said a critical standard for judging whether to use cellphones in classrooms is whether students are engaging with the devices in meaningful ways.

"When it comes to kids' screen time, it is an issue of not only moderation and media balance, but also the context in which it is happening," Knutson said. "There's a significant difference between parking your child or all of your students in front of a screen to sit and absorb, and engaging with a screen or using a screen to engage with others."

Best practices for schools often require nuanced decision-making, Knutson added. It's up to educators "to help students learn how and when to use devices responsibly and in ways that are healthy for themselves, and healthy for their communities."

A recent survey of the nation's school districts suggests that many districts acknowledge the widespread use of cellphones and are taking steps to integrate their use into instruction.

Data collected in the survey, conducted by the Center for Digital Education and National School Boards Association, found that 88 percent of polled districts have policies governing the use of mobile devices and 56 percent provide a smartphone app to students. In addition, mobility is listed among the top five digital priorities for districts.

One of the biggest challenges districts have in integrating smartphones in classrooms is providing professional development on how to effectively use them, said Kecia Ray, executive director of the Center for Digital Education. The devices, on their own, are of little use unless teachers and students have instructional support.

Ray said that "teachers, principals, technology officers, and superintendents believe that smartphones are a beneficial tool," but added that "if you want to measure student learning, you're going to have to direct your research toward a particular app or software on the tool rather than the physical device."

Students are likely to resist efforts to ban smartphones from classrooms, said Ray. A better approach is for teachers to show students effective ways to use their devices, instead of assuming they know that already.

There are many practical uses of cellphones that teachers can easily master, Ray said. Those include performing calculations for a course, participating in a class poll or assessment, completing research, and logging into a learning management system, Ray said.

The Katy Independent School District, among the first K-12 districts in the nation to incorporate smartphones in the classroom, started a pilot program in 2009 with 150 of its 5 th-graders at Cimarron Elementary.

District officials at the time saw how students were using the devices to communicate and collaborate outside of school, and "thought there was no better place than school to show them how to work in this digital world," explained Darlene Rankin, Katy's Instructional Technology Director.

Excitement from parents and students about the pilot, and the potential for the program to change Katy's learning experience, influenced Rankin and other district administrators to take the effort districtwide.

At first, she said some teachers and administrators were uncertain mobile learning would be successful in Katy, and that it took time to change the norms in the district concerning technology. Even today in Katy, Rankin said teacher discretion determines when students can use their devices in class.

"It's important that our students learn and understand how to work in this digital world," Rankin said. But it took training for "teachers to understand the change in rules, and how they could leverage the devices their students are so engaged with."

The district has other policies in place to encourage productive use of the devices. Students in the K-12 system sign classroom and district-wide "technology contracts" at the start of the school year, which include guidelines for appropriate technology use and responsibility for devices.

'Don't Make a Ban, Have a Plan':

Setting clear expectations for cellphone use in classrooms, and establishing models for appropriate use, are good alternatives to simply forbidding their use, said Knutson.

"Our motto here at Common Sense is 'Don't make a ban, have a plan,'" he said. "Bans may put teachers in unnecessarily adversarial roles with their students. They could be even bigger distractions than phones ringing or students sending texts."

Knutson, who was a high-school English and English-language learner teacher for 10 years, said schools should consider the potential benefits that smartphones bring in teaching students about moderation in the use of technology.

Setting smart cellphone policies can be a "systematic way to address the distractions and inappropriate use" of technology. "We have to help guide students, and model for them, what healthy media balance looks like."

Elliot Soloway, a professor at the University of Michigan, said schools that allow smartphones have the power to encourage student inquiry.

"If all students have is a textbook, they can't answer their own questions," Soloway said, "but if you give them a smartphone, now the world is open to them."

One of the biggest challenges smartphones pose for schools is determining how lessons conducted via smartphones should be integrated into existing curricula, he said. Schools need to focus their efforts in figuring out which learning activities are most effective with smartphones, and which ones aren't a good fit.

For years, many of the nation's schools have moved in the direction of 'bring your own device,' or BYOD policies, Soloway noted. Now with smartphones, BYOD is almost taken for granted, yet too many schools aren't taking advantage of the opportunities that smartphones offer to engage students.

"I walked into an elementary school just last August and a sign said, 'Cellphone Equals Suspension,'" Soloway recalled. Too many schools are still "afraid of what children are going to see."

Soloway believes students and parents will continue to push for students' use of cellphones in schools. Schools, he said, "cannot hold this train back; the train is moving."
See Also:

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As Cell Phones Proliferate in K-12, Schools Search for Smart Policies

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A decade ago, cellphones were devices that students in the Katy Independent School District used to complete their academic work at home, but were restricted from using during class. Now, students in the eastern Texas school system use their cellphones to access reading and math programs via a mobile app.

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At legacy high school in Las Vegas cell phone policies are taken very seriously. The only times students are allowed to use their phones before school, during lunch, and after school. If a student is caught using their phone when it is not permitted punishments can be as severe as suspension. What's shocking about this is it's a modern day policy.

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Cell Phones: Students are only allowed to use their cell phones before school, during lunch, and after school. Students who use their communication devices during instructional time will be subjected to item confiscation and subsequent disciplinary actions, such as RPC and/or suspension. This is in accordance with CCSD Policy 5136: I.

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This article talks about the different policies that different teachers have in their classrooms. Some being extremely strict and some being open. While some teachers have stricter rules than others, almost all teachers, open or not, have some kind of limitation of cellphone use in the classroom. Which is necessary because cell phones and technology in general can be a huge distraction, not only for the student using the device but also for the other students in the classroom.

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Faculty Focus | Higher Ed Teaching & Learning

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In December we asked readers to share their policies on the use of cell phones and other electronic devices in class. About 50 readers did so. Thanks for answering the call (no pun intended). This is an important issue that's of great concern to many faculty.

The collection of policies shared runs the gamut. We were amazed at the diversity of approaches represented. What we've done here is to identify a set of broad categories and offer select examples from those we received. Some policies illustrate features of more than one category. Occasionally, what illustrates the category is contained in a comment or explanation the reader shared, not an actual policy statement.

More beneficial than judgments on this much-debated topic are the questions raised by these varied approaches. Following each category, we've listed some of these questions. We found ourselves regularly returning to one basic question. Are policies the best way to get students to stop using their phones?

We encourage you to use this collection to discuss options and alternatives with colleagues and your students. We hope your conversations will move past a search for the "best" policy and focus more on the fact that the vast majority of students (indeed, people) cannot multitask effectively. If students are paying attention to their devices, it's their learning that's being compromised.

PROHIBITION POLICIES (There were more that fell into this category than any other.)
Cell phones are not allowed in class, but no penalty is stated:
"Cell phones: Please turn off or put your phone on "airplane" or "do not disturb" mode. Many studies have found a cell phone to be an impediment to learning in class. Cell phone use is a distraction to all members of the class-especially yourself. In addition, cognitive and behavioral scientists have found that electronic devices can erode ability to concentrate. Notably, the ability to focus is highly correlated with educational and occupational success. In addition, many college students report feeling addicted to their cell phones. Consider this class to be an oasis from your device. Please read the following article to understand one of the main reasons I have instituted this policy, google: "Age of Distraction: Why It's Crucial for Students to Learn to Focus."

1. "The subject matter of the course (biostatistics) is difficult to master and will require your undivided attention if you are to succeed. Otherwise you are wasting your time and money to be here.

2. Much research demonstrates that student learning is negatively impacted by distractions. Banning cell phones in class will allow you to learn more in less time by allowing you to efficiently use your cognitive functions.

3. Use of cell phones in class is disrespectful to both the instructor and to your classmates who are distracted by the sights and sounds of you on your phone. In my class respect is a two-way street. If you want respect you give respect."

Don't use your phone/electronic device and there's a penalty if you do. (e.g. I'll ask you to leave, I'll take your phone away, there's a grade consequence or some combination of these):
"Be Professional: Just as if you were on duty at your job, do not fool around on your cell phone or any other device during this class. Feel free to use a laptop, but ONLY for class related work. Everyone can tell when you are doing something off topic and distracting on your devices, including me. If you do this, I will call you on it, and there will be consequences proportionate to the offense ranging from a verbal warning to being asked to leave, or in flagrant cases, getting a zero on the assignment or test we're doing. If you need to monitor your cell phone, e.g. because of an ongoing family emergency or health issue, please talk to me about it ahead of time so that I can accommodate you with the least disruption possible."

"Expectations. I also expect you to do your part to maintain a class environment of respect, and civility. This includes being on time, staying seated except when asked to form a discussion group, refraining from texting, non-class computer use, or other disruptive behaviors. You have the right to be treated with respect by me and your classmates, and an obligation to respect others even when you disagree with their views. Failure to conduct yourself appropriately may lead to being withdrawn from the course.

"Screen use can interfere with the establishment of a productive learning environment. Therefore, cell phones, iPods, laptop computers, calculators or any other electronic devices may only be used during lecture or lab if specifically indicated by the instructor. Laptops may not be used to take notes unless you provide evidence of need and/or you provide evidence from the primary literature showing the value of a computer-based approach to note taking. Students using screens during class will be asked to put them away; persistent screen use will result in expulsion from class."

Questions about prohibition policies: How effective are policies that prohibit the use of electronic devices? How is their effectiveness being measured? Are prohibition policies enforceable? How much energy does it take to enforce them? Are there consequences if a prohibition policy is not enforced? What are those consequences?

YOU CAN USE YOUR PHONE, but I'll tell you when and it will be for a course-related activity

Not a policy but a comment: "I used to ban cell phones (and laptops and other technology); I knew some of the research-about distraction, multi-tasking, etc.-but I also realized that students were bringing these devices to class anyway and that I could harness their powerful capabilities. I use free online programs (like PollEverywhere) to do anonymous polling, ask students to read articles I don't want to print out, look up definitions of words they don't know, explore apps in the app store for an in-class assignment, etc. We all agree, as part of the expectations for this grade, that they won't use their phones for non-class purposes and so far, I haven't had any serious problem. (I teach small courses-under 20-though, so it's easy for me to tell/walk around and monitor usage.

"Professional behavior includes the professional use of technology in the classroom. Today, technology is ubiquitous and when used in the classroom presents both learning opportunities and disruptions. At times the use of technology is appropriate and helpful to conduct in class research and will be encouraged by the instructor when it is appropriate. The instructor is responsible for the management of the class and has preconceived course and lesson outcomes which may or may not require technology. It is common courtesy to put devices such as cell phones and laptops away during presentations and discussions as alerts and notifications from devices can distract you and others. So, the rule is to turn off cell phones during class time and put them away. Do not use a lap top in class unless you use it to take notes. If there is a need to use a device in the classroom, communicate this to your instructor so a discussion can occur and an understanding reached. Time spent in the classroom is designed to promote your learning; make the most of that time to grow and be the professional you aspire to become."

Questions about controlled use policies: Do students comply with these policies? Does teacher controlling the use of electronic devices an effective way to demonstrate the role of technology in learning? Can these policies be enforced? What if they aren't enforced?

YOU DECIDE POLICIES
Sometimes it's "you shouldn't", other times it's "I wish you wouldn't," but the bottom line is it's really up to you:
"Decisions to use phones, laptops, and/or tablets should be guided by the principles of (a) whether the use is relevant to class activities, (b) whether the use increases or decreases your focus on the class and your classmates, and (c) respect for classmates and the instructor. We will discuss this further in class."

Not a policy but a comment: "I don't have a cell phone policy. I make it clear verbally and in syllabus that they are responsible for their own learning - their time, their money, their grade. If they want to spend the entire class on their cell phone - as long as they are not disturbing the learning environment for others, be my guest; good luck to them!"

"Appropriate classroom behavior: [1] You are here to learn. [2] Your classmates are here to learn. [3] Real, meaningful learning is hard work. Your classroom behavior should reflect these three assumptions. Thus, the ultimate test of anything you do in our class is: Does it help you and your classmates learn? Here are some implications of this test: [1] Any technology or device is welcome in our classroom if you are using it to learn. Conversely, using it for purposes other than learning is inappropriate. I expect that you will monitor yourself, but if it consistently interferes with learning (your own or others), I will point this out to you." (37)

Questions about policies that let students decide: Are student learners mature enough to appropriately handle making decisions about their behavior in a course? What responsibility does the instructor have for creating and maintaining a climate conducive to learning in the classroom? What if students proposed the cell phone policy? Are there advantages when students decide? Risks?

NO POLICIES
I have one or used to have one, but I've given up trying to enforce it:
"The instructor will determine when and how computers will be used during class. Cell phones will be turned off during class unless arrangements are made prior to use."

Comment: "The policy above is from the syllabi of my Freshman Comp I and II classes. Students pretty much ignore the policy, and I have pretty much given up trying to enforce it. It remains in my syllabi for sentimental reasons."
I don't have one:
Comment: "I work at a community college. Students are managing multiple roles and attempting to fit education in among a myriad of other life challenges, some of which I cannot even fathom. Sometimes they need to monitor children or work or ailing parents from afar, and I never have an issue with their checking in during class. . . . My courses are also built on a foundation of mutual respect, which I cultivate from day one. But in order to achieve mutuality, I must first advance my respect for students and their time. . . . I see students as whole people. Eliminating cell phones in my classes means that I have separated them from their wholeness, which compromises their ability to learn."

Questions about not having a policy: What happens in classes with no policy? Is it different from what happens in classes with policies? Does not having a policy when so many other teachers do, communicate that the teacher without a policy has somehow given up?

PARTIAL POLICY OR POLICIES WITH EXCEPTIONS
Some kinds of technology are okay; others are not (e.g. no laptops for note taking, no calls, but texting is okay) OR Phones may be on in case of emergencies but ask permission or let me know:
"You will have one short break during this two-hour class, and you can plan to check your personal devices at that time. However, it is true that 'life happens'. If you have an urgent reason to leave your phone on, please inform me. If there is a medical or other serious need for access to your personal devices during class time regularly or occasionally, please speak to me before class."

Questions about partial policies and exceptions: How does a teacher determine whether a certain technology is or isn't appropriate? How much extra work is involved in dealing with and keeping track of exceptions? What criteria can be used to determine the legitimacy of an exception request? Are there fairness issues associated with this policy approach?

NOVELTY POLICIES
Mild or humorous penalties for using electronic devices
"If it rings, you sing. So be sure and pick out your favorite song and be ready to belt it out in front of the class."

"If your cell phone interrupts class or you participate in any non-class related activity during class, you will be responsible for bringing cookies for the class to share during the next class period (or forfeit your highest homework score). Definition of "non-class related" is at the discretion of the instructor."

"For every minute I use my cell phone during class, you may use yours for two minutes." I teach economics. This sort of sassy approach opened a discussion about incentives (it provides an incentive for me to avoid using mine). My section are 20 to 30 students.

Questions about novelty policies: What does being novel add to the issue of cell phone use? Does something like humor put the problem in perspective or diminish its seriousness? What if a student refuses to comply with a policy that requires some action?

And a couple of final queries on cell phone polices in general: What's it like to be a student taking five courses each with a different cell phone policy? How regularly do we solicit student feedback on this and other policies? What might we learn if we asked?
Thanks to Pete Burkholder and Gary Hafer who helped us review this policy collection.

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Cell Phone Policies: A Review of Where Faculty Stand

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In December we asked readers to share their policies on the use of cell phones and other electronic devices in class. About 50 readers did so. Thanks for answering the call (no pun intended). This is an important issue that's of great concern to many faculty. The collection of policies shared runs the gamut.