Affirmative : cell phone should be allowed in school.

Just a year ago, if you had asked me “Should students have cell phones in schools?” I would immediately have
said, “No.” for multiple reasons. They are a distraction. Students cheat. Elementary students are too young to
use cell phones. You get the idea. Since taking a few Instructional Media classes, I have changed my mind. I
have met people in class who are using a classroom set of iTouch with everything from first graders to high
schoolers. Yes, I realize that the iTouch is not an outdated cell phone like my own (My seven year old nephew
keeps asking me when I’m going to upgrade.), but if I write a grant I can have the iTouch in my room on a one-
to-one basis for my students.
It has been interesting to read through articles explaining how I can use my semi-ancient cell phone to record
pictures, video, and audio. Although, I see the potential to use this technology more applicable for upper
elementary, middle and high school students, there are a number of ways it can be implemented at the
elementary level. Students can take pictures of backyard bugs for our unit on insects and incorporate these into
a final project. They can record themselves reading to practice fluency. They could record interviews with people
from our community to tie in with our study of community. The possibilities are limitless with some imagination
and the right tools.
Having the right tools is the problem. In second grade few, if any, of my students have their own cell phones. A
simple solution is asking parents to donate old cell phones when they upgrade their personal cell phones. This
idea came from Vicki Davis (EDIM514, Unit 6, Topic 1), an educator in Georgia, who accepts donations of cast
off cell phones. Her students can use them as digital cameras, camcorders and voice recorders, all without an
active cellular plan in place. Another option is for teachers to write a grant for a classroom set so all students
have access to the same technology.

Some may question whether educators should be introducing cell phones to elementary students. According to
Cathleen Norris in Why Teachers Must Go Mobile, “teachers must meet the students where they are” and “it’s
absolutely essential to catch those kids no later than third grade.” In School: There’s An App For That, Secretary
of Education Arne Duncan suggests that educators “start thinking about delivering content in a more systemic
way.” Since many middle and high school students are never without their cell phones, shouldn’t all educators
from elementary through college be thinking about how we help teach students to communicate better using the
tools with which they are most comfortable. The Innovative Educator in response to NY Times article Failure To
Communicate states that “we need to … start supporting students in succeeding in their digital environment….
(and begin) teaching students socially appropriate behavior in these environments.” I think it’s important to teach
the skills needed to communicate with these digital tools even if all my students aren’t using them yet. We
should start at the elementary level with basic phone etiquette. I allow my students to answer the classroom
phone, but they must do so in a polite and practiced way. None of them want to lose the job of answering the
phone so they do so correctly and they practice all year long. Norris suggests “a responsible use policy” instead
of acceptable use policy at schools. Basically, it boils down to making students responsible for their actions or
they lose the privilege of accessing tools they enjoy. This would be highly motivating for my second grad.

2 affirmative.
Should students have cell phones in schools?
In my humble opinion, yes. There needs to be rules and policies, of course, that are clearly understood by the
students. It may be that some teachers want to allow them and some do not. I think if a teacher wants to
integrate cell phone technology into their classroom to better engage the students and help them to better grasp
the concepts, then that should be allowed. Looking through the wiki listing of cell phone projects found at
http://k12cellphoneprojects.wi kispaces.com/, it shows many varied and innovative ways to use these readily
available tools. Examples: Explaining quadratic equations and how they can be related to real life. Writing and
speaking in a new language. Taking polls so the teacher can better understand if the students have grasped a
concept. Discussing novels and becoming the characters with role play. Interviews on history or current events.
And why not use texting for beginning a chapter discussion?
Hall Davidson lists of one of his speech topics as It's in Your Pocket: Teaching Spectacularly with Cellphones
(http://www.discoveryedspeakers bureau.com/davidson/keynotes). “Mobile is the next wave in technology.
Cellphones text faster than email, spread video faster than cameras, and webcast in real time. They take
assignments, document work, translate and podcast. Mobile interfaces with Web 2.0. Best of all:  teachers and
students carry them already! Learn what we can adapt to achieve educational goals.  Examples are in place.
Mobile is the web all over again—be ready.” And here is Hall’s blog: (http://blog.discoveryeducation
.com/blog/category/media-matte rs/. Just search on the page for “phone” and you will find several references.
Steve Dembo uses his cell for video conferencing. He uses a program found at http://qik.com/. Here is an
example of one he did from Finland: http://qik.com/video/291782. Actually very clear! Why not have a video
conference with students abroad?
Or if you like to read about things like this, here is a book on: Toys to Tools: Connecting Student Cell Phones to
Education (October 2008) by Liz Kolb and Doug Fodeman [Paperback] - $23 at Amazon.com. Notice this was
published in 2008 and technology has continued to evolve.

Teacher Training: Today, I received an email from eschoolnews.com. It mentioned an upcoming webinar about
technology in the classroom and some research. “For the past two years, Dr. Robert Marzano has been studying
the effectiveness of interactive classroom technology, specifically interactive whiteboards. The results of this
multi-year study are encouraging. When used consistently, by teachers who have received sufficient training,
student achievement increases by an average of 16 percentile points.” (If you want to attend a webinar on the
subject on December 2, 2010, 2:00p.m.(ET), here is the registration link:

http://promethean2-blast3.even tbrite.com/.) I know we are talking about cell phones on this page but I wanted to
make a point about teacher training. No matter how much we ask and beg and plead with teachers about
integrating more technology into their classrooms, if we do not show them, provide easy access to the necessary
tools, give them examples, give them time to experiment, and help them along, they will never want to do it.
An article at ReadWriteWeb dated November 16, 2010 entitled Cellphones in the Classroom: Distraction or
Tool? (http://www.readwriteweb.com/ar chives/cellphones_in_the_class room_distraction_or_tool.php) by
Audrey Watters begins “The final version of the National Education Technology Plan (NETP)
(http://www.ed.gov/technology/n etp-2010) was released last week, setting forth the Obama Administration's
plan for improving access to and integration of technologies for teaching and learning. Among the
recommendations the Department of Education makes in the NETP is a call for support for ‘efforts to ensure that
all students and educators have 24/7 access to the Internet via devices, including mobile devices, and that
states, districts, and schools adopt technologies and policies to enable leveraging the technology that students
already have.’" Subtopics include Cellphones: Teens' Primary Communication and Computing Device, Banned
from Most Schools; Why We Should Allow Cellphones in the Classroom; and Changing Attitudes, Changing
Policies.

This is a huge topic. As educators, we need to weigh all of the pros and cons and decide if we can reasonably
integrate cell phone technology into our curriculum to give more meaning to our topics. Start small. Do not try to
do too much or too large a project at first. Share your ideas with other colleagues and team up. And do not give
up on the first try.

THANKS for being an educator and working hard for our students!
3 affirmative.

Should children have cell phones at school?  Well, I think that question has two parts.  First is the obvious
question asking whether children should bringcell phones to school and the second question is if they should
use them for educational purposes?  Let me say that in third grade, I have yet to deal with such an issue and as
a parent, I do not feel that my ten-year-old is in need of a cell phone as of yet.  Once he begins after school
activities and needs a ride, then, I can foresee the need for a cell phone.  He currently has enough digital
devices such as his iPod, digital camera, DSI, and Kindle to utilize web tools while at school if need be. 

To address the first part of this question regarding elementary students, I think that children can bring cell
phones, but they should be left in their book bags until after school hours.  Secondary students should only have
them with them when they are in use for educational projects; otherwise, I feel that there is too much
temptation.  While the discussions mention safety concerns, I feel that elementary students would only put
themselves in more danger if trying to use their cell phone in the middle of a bomb threat.  Then there is the
issue of the frequencies actually triggering explosive devices (National School Safety, 2008) all the more reason
to keep them out of reach until school lets out.

The second part of this question is really a difficult one for me.  Reading the debate postings just seemed to
make it worse as both sides offered details that I had never even considered, such as status quo, chargers, and
drug deals.  I do feel that cell phone usage in the classroom is where education is going.  Yes, there are many
concerns, but when fostering 21st century learners; it makes sense to use the tool that they are most familiar
with to get them there.  I feel that many of these concerns can be addressed with proper instruction, outlined
expectations, and consistent guidance.  To assist in preventing cell phone abuse, parents and school officials
need to be very clear about expectations when allowing the use of cell phones by children.  With that being said,
it is up to the teachers to follow through and report misuse.  Students who abuse such privileges should be
restricted from having a cell phone until they fully understand what the guidelines within the school environment
are, the consequences of cell phone abuse, and adhere to them.

As mentioned in the readings, parents do not always take the time to teach their children how to use such
devices.  As an elementary teacher I do think that students need to understand how to responsibly use their cell
phones and the dangers that they could create.  However, it would be very difficult for me to make additional
time for such instruction.   Cell phones could be used with adequate teacher training, and consistent supervision
of their use in classrooms.  Such an opportunity would provide us with a chance to teach students about Digital
Citizenship, and how to responsibly use their cell phones.  Although there are real concerns that need to be
addressed prior to integration, I think it would be well worth the time if teachers and students were taught how to
use their mobile devices for learning purposes.
4 affirmative.

After doing my research on the cell phones in education topic, I feel this reflection has gravitated from not if I
agree or disagree with cell phones in education, but how to we go from the banning of cell phones to the regular
use of cell phones for learning purposes.

“Cell phones offer a new way to expand learning beyond the regular school day, says Secretary of Education,
Arne Duncan” (

Front Line: Digital Nation: Learning: School: There's an Ap for that, 2009). “… if adults embrace the
communication whatever the medium and support students in navigating in that medium, we’d all be better off. In
short we need to stop blaming the medium and start supporting students in succeeding in their digital
environment” (Telling the NY Times that “Texting” does NOT = Failure to Communicate , 2010). The Innovative
Educator goes on to state that “students are communicating in more ways then ever and many
educators/administrators are not taping into any of them except the traditional face-to-face method in which they
[educators/administrators] are comfortable” (Telling the NY Times that “Texting” does NOT = Failure to
Communicate , 2010).

I AM GUILTY!

Several years ago, I was appalled that my children would not want to call someone to make arrangements or
confirm an appointment on the phone. “I’ll just text or email them, Mom.” My reason for having an alarming
moment—how will you learn to communicate? Little did I realize, they were communicating, just not in the
medium in which I was accustomed. I was taught a lesson.

So, given the fact that a cell phone is the medium of choice of communication for students (oh, and me too), how
do we go about teaching them to use it as a learning tool? On the first day in my “Keyboarding and Computer
Applications” class with seventh grade students, I always start my introduction of the course with the question,
“Are you computer literate?” “How do you use a computer which makes you computer literate?” Well, it never
fails I get everything from instant messaging, play video games, “go on” Facebook, shopping online, “talk to my
friends,” …, etc. I then ask them, “If the word literate means, that you are a well-educated, learned, or cultured
person, do you still think that you are computer literate?” We then get into the discussion of using the computer
to become well-educated, learned, and cultured persons. I get them to fall into my trap of learning computer
applications every time. Now it is time to trap students into using the cell phone to become literate—to becoming
well-educated, learned, and cultured persons with this electronic tool. But, how do we go about doing that?
The Innovative Educator wrote a blog post explaining a great five step plan detailing to how to maneuver the
student from using their cell phone from just a social medium, to an educational medium.

The five steps are:

· Step One: Teacher Use of Cell Phones for Professional Purposes

· Step Two: Teacher Models Appropriate Use for Learning

· Step Three: Strengthen the Home-School Connection with Cell Phones

· Step Four: Students Use Cell Phones for Homework

· Step Five: Students Use Cell Phones for Classwork

The plan and its descriptions provides the teacher with a progression of cell phone use that enables educators to
sensibly use technology for learning in a way that will make sense for students, family members, administrators,
and teachers themselves. (5 Steps to Harnessing the Power of Cells in Education Today, 2010)
I belong to a district which bans cell phones in the elementary and middle schools and has the teachers
aggressively enforce the ban. The administration has cited all the naysayer reasons including: disruption,
cheating, fake emergencies, and sexting. We have been facing an uphill challenge with compliance of the
current policy. Parental and student convenience tend to be the strongest reasons to allow students to have cell
phones in school, and some district leaders can’t tell parents no (Trump, 2009). Therefore, enforcing the policy
becomes a major contention between parents, teachers, and students. Pascopella writes, “Norris suggests that
schools create a responsible use policy in lieu of an acceptable use policy. “We should make these children
responsible for their actions,” (Why Teachers Must Go Mobile, Pascopella, 2009). The five step plan is sound
and I will be passing it on to my administrators and hopefully we can gravitate from our “No Cell Phone Policy” to
a cell phone acceptable learning use policy.

There are many ways to incorporate the cell phone use in the classroom in addition to podcasts and using
recordings to made digital stories. One of many ways is suggested by Tom Daccord, "A cell phone is incredibly
versatile and portable and provides a simple and effective means of recording commentary and conversation... -
I simply pass my cell phone to whomever is speaking - and students can review it at any time to help them
prepare for assignments and assessments. I see mobile podcasting via the cell phone as a particularly useful
means of capturing student ideas and commentary on school trips and excursions.