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This was posted in 2019. It was made by KSDK News. This relates because it has viewpoints on phones in school. This talks about how the phones in school policy works and what people believe on it. This will be with my claim.

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This was posted in 2020. It was made by Edward C Baig. This relates because its a viewpoint on phones in school. This is one of two videos. This shows talks about phones and schools and viewpoints on both sides. with my claim.

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Should you let your kids have a cellphone in school?

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Digital device policies are all over the map in U.S. schools. Parents and teachers are divided on whether to curb or ban phone use on school grounds.

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This was posted in 2015. It was made by Battle Creek. This relates because it shows that phones could be use in other ways other than social media. this is one of my pictures that are for my claim. this shows that it could be used in other ways then social media.

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This was made in 2020. It was made by The International house or Teach English. this relates to my topic because it shows that teachres dont like the idea of phones in school. This will go against my claim. This shows teachers viewpoints

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Dealing with the everyday frustrations of teaching | IH World

ihteachenglish.com

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Please click here if you are not redirected within a few seconds. Images Dealing with the everyday frustrations of teaching | IH World ihteachenglish.com Images may be subject to copyright.

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This was made in 2010 by Bill Ferriter. This relates to my topic because is how statistical proof of how people think about phones in school. This is with my claim since majority chose yes. This shows student viewpoints.

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Infographic Lesson: Cell Phones in Schools | THE TEMPERED RADICAL

blog.williamferriter.com

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Please click here if you are not redirected within a few seconds. Images Infographic Lesson: Cell Phones in Schools | THE TEMPERED RADICAL blog.williamferriter.com Images may be subject to copyright.

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This was made in 2018. It was published by Nancy Barile. This relates to my topic because it talks about how kids are with devices and games. This is kinda against my claim because a parents and teachers perspectives and they disagree to the idea. This will be against my claim.

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There's no bigger classroom distraction than a student using a phone. Teachers struggle with cell phones in school on a daily basis. On one hand, teachers want students to learn how to manage their phones on their own. On the other hand, the distraction phones create can be detrimental to both students and teachers. Power struggles ensue, wasting valuable class time. Because of this, teachers need practical and enforceable strategies for dealing with phones in their classrooms.

The Good

Most schools allow students to have cell phones for safety, which seems unlikely to change as long as school shootings remain a common occurrence. But phones aren't just tools for emergencies; they can also be valuable tools in the classroom. If there's a word or concept a student doesn't understand, the student can find information instantly. Phones have calculators as well as spelling and grammar checks. Most importantly, phones allow students to communicate with one another and with experts in fields of interest. The question remains, however, whether the use of cell phones in school outweighs the distraction they cause.
Further Reading: Quiz: Are You a Tech-Savvy Teacher?
The Bad

Most teachers will tell you that cell phones adversely affect learning in the classroom, and research backs that up. Common Sense Media, a nonprofit organization that promotes safe technology and media for children, reported that "50 percent of teens 'feel addicted' to mobile devices." The report also stated that 78 percent of teens check their devices at least hourly, and 72 percent of teens feel the need to immediately respond to texts, messages on social networks, and other notifications. The paper also found that multitasking-for example, toggling between multiple screens or between screens and people-impairs a child's ability to learn and work effectively.

Students tend to be highly susceptible to the kinds of distractions smartphones provide. My colleague caught a student watching Grey's Anatomy during her class. Other students tweet, text, and listen to music when they should be on task. According to Jeffrey Kuznekoff, who conducted a study on phone use by college students, "You're putting yourself at a disadvantage when you are actively engaged with your mobile device in class and not engaged in what's going on." Saraswathi Bellur, a researcher at the University of Connecticut, found that multitasking in class "is likely to harm academic performance."

The Solution

Some of my fellow teachers and administrators say that students need to learn how to effectively manage their phones in the classroom on their own. Personally, I think my students need a little help with this. This year, I implemented a phone storage system in my classroom. Students were required to place their devices in a pocket with their name on it when they entered the classroom. I made this procedure an official classroom policy, and I explained my rationale to students in a frank discussion.

Parents and students both had to sign off on the policy. Storing phones was a game-changer in my classroom. Students didn't balk at it, and they actually seemed to appreciate the time away from their phones. They realized that they could be without their phones for a whole class period without the world ending.

Researcher Jesper Aagaard suggests that in order to pay more attention in class-or even outside of school-students should try to obstruct their habits by turning phones off or putting them in airplane mode to keep from constantly checking them. If you share this advice with students, it may help them to see the issue and work to change it. When I explained the research on the negative impact of cell phones in schools to my students, they more readily agreed to store them during class.
Further reading: The Pros and Cons of Digital Tools for the Classroom
The use of cell phones in schools is not going to go away, so learning to effectively manage and handle them is a valuable skill for students to learn. I became more in tune with my own cell phone addiction through this process. Now, along with my students, I'm working to enjoy my life without my phone a bit more.

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There's no bigger classroom distraction than a student using a phone. Teachers need practical strategies for dealing with cell phones in school.

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This picture was posted in 2019 of phones not being allowed in school. This relates to my topic because it has a viewpoint on phones in school. The picture was made by Natchitoches Times. This is against my claim most likely. This is also against phones in schools.

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Back to School - cell phone policy (public school) | Natchitoches ...

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This was posted in 2019. This relates to my topic because the student has their phone in school. The publisher is Robert Kneschke. This looks like it supports my claim. and this shows that a phone isn't just used for social media but it can be use for subjects like math and world languages

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I dont know when this was posted but this is very relatable to my topic. It has surveys that people took and gives explanations on why students should have phones. The source is Harvard Universities online website. Is supports my claim because it says how it helps students and makes things easier. The purpose of this is to help my claim more.

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Digital devices, such as laptops, tablets, and smartphones, are ubiquitous in society, across college campuses, and in college classrooms. A vast majority of college students bring and/or use a laptop in the classroom ( Patterson and Patterson, 2017; Elliot-Dorans, 2018). In many ways, the ubiquity of these devices has been a boon to higher education-students can now respond instantaneously to online polls, collaborate in real time on written work, and engage with a range of media more flexibly than ever before. Using digital devices to teach remotely for a year and a half helped further demonstrate some of the ways they might be used in-person to promote learning.

However, we all know that digital devices can also be an impediment to education, insofar as they enable students who are prone to distraction to indulge in the illusion that they can multitask at no cost to their learning. In a 2015 survey of college students in 26 different states, undergraduates reported using their digital devices for non-classroom purposes an average of 11.7 times per day in class, accounting for an average of 21% of class time ( McCoy, 2016). In a survey conducted by Tindell and Bohlander (2011), 92% of college students reported using their phones to send text messages during class.

Given this tension, how do you create a classroom and course where technology is used to engage, rather than distract, students? Looking at the research and our experiences using technology both in-person and remotely, we've found that using technology well involves being intentional, flexible, and transparent. Below you'll find some advice about how you might use technology to support your learning objectives, supplemented by research on how to prevent technology from becoming a distraction.

Distraction, not the device, is the problem

Let's be clear: the presence of electronic devices in the classroom is not, in and of itself, the problem. Rather, it's the way we incorporate electronic devices into situations in which we are already inclined to pay attention to too many things. Broadly, we are not wired to multitask well (e.g. Mayer and Moreno, 2003), which is precisely the temptation that many students report experiencing when they are in the classroom. Let's take a moment to look at what the research on in-class device usage tells us about multitasking; or, you may wish to jump directly to our recommendations below.

Studies of individual class sessions

A growing number of studies have found that off-topic device usage-whether on a phone or on a laptop-impedes academic performance (e.g. Glass and Kang, 2019; Felisoni and Godoi, 2018; Bjornsen and Archer, 2015; Demirbilek and Talan, 2018). Several studies have compared students who texted during a lecture versus those who did not. Those who texted typically took lower quality notes, retained less information, and did worse on tests about the material (e.g. Kuznekoff and Titsworth, 2013, and Rosen et al, 2011; Lee et al, 2017). Students themselves are aware that in-class multitasking does not promote learning; in one survey, 80% of students agreed that multitasking in class decreases their ability to pay attention ( Sana et al, 2013).

In addition, device usage is distracting to neighboring students. In several surveys, students have reported that texting is distracting to nearby students ( Tindell and Bohlander, 2011). A study on laptops in a simulated classroom found that students in the vicinity of another student who was multitasking on a laptop during class scored worse on a test than those who were not near multitaskers ( Sana et al, 2013). However, a follow-up study found that it matters what one's neighbors are doing on their computers; a neighbor who engages with off-task content has a more harmful effect on one's comprehension than if the neighbor is on-task ( Hall et al, 2020).

Studies of semester-long courses

Much of the above data comes from simulated class situations, correlational studies, or studies of a single class session. What happens when students are not allowed to use computers in class for an entire semester? Two studies comparing actual college classrooms in which students were or were not allowed to use computers over the course of the semester found that students who bring a laptop to class earned lower grades than those who do not ( Patterson and Patterson, 2017; Carter et al, 2017).

However, the evidence is not uniformly against laptops. Elliot-Dorans compared different sections of the same course that either banned or allowed laptops, and found that banning laptops led to lower quality of written work, lower attendance, and lower exam scores ( Elliot-Dorans, 2018). The author surmised that students' note taking was worse without a laptop, which impeded their learning.

Our recommendations

Maintaining focus

Boredom is one of the main reasons that students report using a digital device during class ( McCoy, 2016). By keeping your students engaged, thinking, and doing activities during class, they are less likely to be tempted by digital distractions. Two studies, one that asked students to use clickers to report lapses in attention ( Bunce et al, 2010) and one that tracked students' eye gaze patterns during lectures ( Rosengrant et al, 2012, summarized here), found that students' attention is highest during and immediately after a change in pedagogy or behavior of the instructor. Some examples of changes that can help students maintain focus include:

1. Variety in pedagogical activities. If you want students to pay attention to you, then you have to offer them something more interesting than your slides (which they're perfectly capable of reading for themselves). Look for opportunities to change up the interaction in the classroom. If you're lecturing, why not ask your students to provide examples of the concept you're describing? If you are leading a discussion seminar, why not design activities for students to talk to each other in small groups instead of just answering your questions for the duration of the class? For example, prompt students turn and talk to each other about a question or challenge you've posed. Technology can help promote engagement and collaboration during an activity like this; students could write and respond to each other in a shared Google Doc.

2. Proximity to the instructor. You are not a prisoner of the podium, or the front of the table, or however your classroom is set up. Of course, you can't be proximate to each student all the time-so move around! You can use your position in the classroom to change the flow of the conversation and the way that students direct their attention.

3. Humor. You probably already knew that students typically pay attention to jokes. But there's a lot more behind that surface observation: laughter in the classroom can make students more comfortable, lower their affective filter, encourage intellectual risk-taking, decrease anxiety, and establish a more productive student-teacher relationship.

Using technology for learning and engagement

Our recent experiences with remote learning have reinforced the idea that digital devices can be incorporated into the learning environment to great effect, often in ways that we might wish to continue to deploy in an in-person classroom. Technology can be helpful for collecting instantaneous feedback on student learning, promoting collaboration, and helping students engage more closely with readings and other materials related to the course. For example, students can use a mobile device to respond to questions (multiple choice, open ended, and other formats) through applications such as Poll Everywhere and Learning Catalytics. This encourages class participation and provides instructors with instantaneous feedback about student learning. Collaborative tools such as Google Docs or Google Jamboard allow students to jointly contribute ideas to a shared project or give each other peer feedback, and annotation tools such as AnnotationsX or Perusal enable students to annotate a document. Additionally, students might use their device to look up information on the internet, or engage with a simulation or other educational app.

Furthermore, students may prefer taking notes on their computer rather than by hand. In one survey of college students, 70% of students report that having a laptop in class is helpful for their academic performance, with note-taking cited as the most important benefit ( Kay and Lauricella, 2014). Additional reported benefits include engagement with in-class academic activities, and communication and collaboration with peers ( Kay and Lauricella, 2014; Fried, 2008).

Technology as a technology of inclusion

While for many students banning devices from the classroom may seem like a minor inconvenience, students with dyslexia, ADHD, or visual impairments use computers to take notes and to access cloud-based assistive technologies. People with invisible disabilities are enrolling in higher education settings in increasing numbers, and require access to technologies that assist with their learning. Allowing all students access to a device in class avoids singling out students who have important reasons for using one.

When you do use technology in the classroom, check to see if the digital tools you use are accessible to different students. Consider using sans serif fonts, providing materials for lecture in advance of class for review, and using files that can be read aloud via text to voice software (avoid scanned pictures of text). A Boston Globe article entitled " Digital education shouldn't bypass disabled" highlights and personalizes these issues.

To allow or not allow devices?

Faculty are often hesitant to allow students to use devices in the classroom due to the potential for distraction. However, we note that the challenge with digital devices is not the device per se, but off-topic usage. We can decrease the temptation by ensuring that the class itself is interactive and engaging, and that any use of technology is relevant.

We recommend being intentional, transparent, and flexible about use of digital devices in the classroom.

Start by thinking carefully about your learning objectives, and identify activities that align with your objectives and enhance learning. Sometimes the most appropriate activity might not involve technology, but instead might include students talking to a neighbor, drawing a diagram on paper, or solving a problem on a white board. In other cases, you might see an ideal use case for electronic devices. For example, you might incorporate online tools that provide insight into student understanding (such as polls) or that allow collaborative work.

During some portions of a class, you might encourage students not to use their devices, but to instead maintain their attention on the conversation, for example. (You may wish to apply these directions flexibility, with the understanding that some students rely on digital tools for learning.)

Communicate clearly-and frequently-about when and why to use a device, as well as why not to use a device. Share the research about how off-topic device usage impedes learning.

Include a technology policy on your syllabus. In addition to letting students know what they can and cannot use, it is important to let them know why.

Share advice about good practices for using digital devices. Guidance about turning off extraneous applications and notifications, and closing the device when an activity is completed, will help students not only in your class, but also in their future work environments.

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Digital devices, such as laptops, tablets, and smartphones, are ubiquitous in society, across college campuses, and in college classrooms. A vast majority of college students bring and/or use a laptop in the classroom ( Patterson and Patterson, 2017; Elliot-Dorans, 2018).

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This was posted on January 29, 2019 so its great that it up to date. It relates to my topic because it gives viewpoints on banning phone or embracing them in school. The publisher is Sara Rimer, a reporter of 26 years. This gives very good factual proof and evidence of how people feel about this and most are against it. So I'd say that this artical is against. The purpose of this will give a hard pro- phones in school because this has proof and quotes from people.

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Be ruthlessly succinct. That's Scott Schaus ' strategy for teaching undergraduates in the age of cell phones and short attention spans. "If you can't convey an idea in three sentences," says Schaus, a College of Arts & Sciences associate professor of chemistry, "they're gone." To supplement the quota, Schaus relies on pictures and graphics.

Carrie Preston bans cell phones and laptops altogether during her lectures and class discussions. The devices disrupt "friendly and fruitful exchange," the CAS professor of English and women's, gender, and sexuality studies explains in a tech note on her syllabi. Like many of her colleagues, Preston, Kilachand Honors College director, advises students to take notes by hand, citing pedagogical research showing that they'll retain information better that way than by typing on their laptops.

Steve Ramirez throws relevant TED talks into his syllabi, the better to reach a TED talk-obsessed generation. He also makes use of Instagram, Snapchat, YouTube videos, references to popular movies and other pop culture-and an old-fashioned crowd pleaser called humor. The human connection still matters, says Ramirez (CAS'10), a CAS assistant professor of psychological and brain sciences. "I use personal storytelling," he says. "I wear my vulnerability on my sleeve. I tell them my GREs were terrible, my grades were not a 4.0, I have immigrant parents. You can't be a robot."

These days even Silicon Valley types have taken to warning that technology and social media are hijacking not just our time, but our minds, too. The new year began with a flurry of articles in the news media offering the latest advice on how not to be distracted ("How to Actually, Truly Focus on What You're Doing," reads the headline on a recent New York Times "Smarter Living" column). We thought the new semester might be a good time to check in with faculty about one of the toughest parts of their jobs: how to hold the attention of a roomful of multitasking millennials for 50 minutes-or 2½ hours-when you're competing with devices that alert students to every Instagram like, Snapchat message, text message, Facebook post-even the occasional phone call.

"You've got to pick a lane," says Elizabeth Co, a CAS senior lecturer in biology and a 2018 Metcalf Teaching Award winner. "You're either going to control the situation and ban the technology or you're going to take the other lane and embrace the technology."

Co takes the technology lane, turning students' cell phones into teaching aids. She uses an app called Top Hat, which allows her to intersperse her lectures with questions that pop up on students' phones. They tap out their answers, which appear on the large screen at the front of the room.

Co has all of her lectures recorded, so if students happen to check their devices or get otherwise distracted while she's explaining the intricacies of, say, human physiology, they can go back and listen for what they missed. "The first thing is-don't judge them," she says. "We're all distracted. I sit down to play with my kids and I'm eyeing the phone. My husband and I challenge each other to put away our phones."

Muhammad Zaman, a College of Engineering professor of biomedical engineering and Howard Hughes Medical Institute Professor of Biomedical Engineering and International Health, is so convinced of the value of taking notes by hand that he doesn't allow students to use laptops or tablets in class unless they bring a doctor's note that they can't write in their notebooks. "No one ever brings a doctor's note," Zaman says. For a two-hour class, there is a five to seven minute break, when students can do whatever they like, and that includes using their phones and laptops.

Regardless of which tack a professor chooses, Preston says, it's important to set clear and strong rules about technology at the start of the semester. "As you all begin to trust each other and trust the course, it's easier to allow technology in when relevant," she says.

Besides, points out Preston, who has both a CAS Wisnewski Award for Excellence in Teaching and the University's United Methodist Scholar/Teacher of the Year award under her belt, students are hardly the only ones multitasking on their devices while appearing to be listening to the person who has the floor. "We've all done it," she says. "We'll pull out our computers during a meeting and pretend to be taking notes."

Eric Kolaczyk, a CAS professor of mathematics and statistics, sums up his strategy for teaching in the age of distraction with one word: engagement. He breaks up his lecture classes with group activities such as Q&A sessions among students. In courses where it's practical, students engage in experiential learning and spend most of their time not just listening, but actively doing something. "No time for distractions," Kolaczyk says.

When it comes to holding students' attention, Malika Jeffries-El 's task would be daunting even without the ubiquitous presence of cell phones.

The CAS associate professor of chemistry teaches organic chemistry to 200 students-at 8 am. The class meets twice a week for 75 minutes. Like Co, Jeffries-El uses the Top Hat app to engage students via their phones. "I'm going to talk at you for 35 minutes, and then you're going to whip out your phone and answer some questions," she tells them. "I know they're probably playing on their phones a little bit, looking at email, whatever."

And when she does notice students, cruising Amazon on their phones while she's trying to explain acids and bases, she doesn't waste time getting angry. "You're personalizing something that's not personal," she says.

Is it harder to get students to pay attention than it used to be? Yes and no, says Jeffries-El, a former associate professor at Iowa State University.

"I used to have a kid in my class at Iowa State who would sit in the back row and read the student paper," she says. "The actual paper."

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Ban or Embrace: Professors Share Strategies for Cell Phones in Class

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Be ruthlessly succinct. That's Scott Schaus ' strategy for teaching undergraduates in the age of cell phones and short attention spans. "If you can't convey an idea in three sentences," says Schaus, a College of Arts & Sciences associate professor of chemistry, "they're gone." To supplement the quota, Schaus relies on pictures and graphics.

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This was posted 2005 however it has very good facts and sources. It has surveys students and teacher took on questions about phone usage in school. The publisher or source it came from is "The Journal of Technology Studies." This does support my claim. So I'll use this as a way to support my claim.

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This was posted on September 12, 2018. This relates to my topic because it talks about if students should have phones in school. The source was the School of Education. This supports my text because of what it says at the end. This will be one of my claims.

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Should Cell Phones Be Allowed in School? | American University

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Cell phone use is increasing, and policy makers, researchers and teachers are trying to decide if cell phones should be allowed in school. Learn more.