Cell Phones in School - Essay Example

To Cell or not to Cell – the K-12 Dilemma John and Jean (imaginary characters) are students at high school but they are studying in different institutions. John’s school allows him to carry and use (with certain restrictions) cell (mobile) phones within the premises. For example, during schools hours, students need to ask permission from their teacher to call their parents or guardians and even those calls they can only make for a valid reason. But John and several of his classmates often use their phones to cheat during exams. John was a bully by nature and used to send inappropriate or threatening messages to several boys and girls. He was encouraged by the fact that he was not caught cheating and also that others were afraid to complain to the school authorities regarding such behavior. Jean’s school had a strict policy against bringing phones to school. One day her bus broke down while returning from school. Her parents became frantic, since they could not locate Jean, and were only relieved when she arrived home three hours later than usual. These are illustrations about the advantages and disadvantages of allowing the use of cell phones in school, a major policy issue involving children, school authorities and parents. The original purpose of this device is to communicate through voice or text. But over the years, rapid development in technology has transformed the bulky mobile phone into a sleek and multi faceted instrument. There is no point in describing the various uses it can be put to use simply because they are known to most people familiar with it. But to be brief, the modern day cell phone can be used as a camera, to access the internet, to store data, and play/view multimedia content. Moreover, technology advancement in hardware has enabled manufacturers to bring down the size of the instrument to a large extent. In other words, it would be easy for a resourceful student to hide a phone from being detected by the school authorities. The question is here is whether the individual school policy should ban, freely allow or allow use with strictly monitored restrictions. The argument is for the last of the three options mentioned above. Supporters of total ban have these objections to say. One major reason provided is that sending SMSs is a distraction for the student when classes or going on. Studies show that children between the age of thirteen and seventeen were the highest users of texting (both inside and outside the classroom) with an average of nearly four thousand per month (Watters). Unlike a phone conversation or the sound of a ringtone, texting is silent and hence difficult to detect. This distraction will result in the student missing portions of the class which could result in lower grades for such students. It could also be a distraction for classmates sitting near to the person texting. Cyber bullying is another concern expressed by supporters of a ban. Texting and sending images is the primary method of bullies since it is simple enough to send. Dr Sabella, a counseling expert states that more than ten percent of school children have been subject to bullying and the primary source today is through texting. In some instances the more creative bullies “will borrow another child’s cell phone (this child is actually the target of cyber bullying) and then use that phone to cyber bully a third student” (Sabella). If the student who receives the message makes a complaint to the school authorities, it is the owner of the phone and not the actual sender who will be in trouble. More importantly, recipients of bullying messages can be distressed by such experiences, resulting in poor performance in their studies. A third valid reason for the ban is cheating using cell phones. The many applications that most modern instruments have made it easy for students to cheat during exams. For example, they could take pictures of their text book or notes and make use of it. With some practice, the phone can be used so as not to attract the attention of the teacher or supervisor. In case students have access to electronic guides, relevant material can easily be copied on to their cell phones. In some instances, the cheater text questions to friends who in turn will text back answers. In other words, technology has enabled many students to become cheaters rather than scholars – and “American students are cheating their thumbs off” (Johnson). Another objection to the use of cell phones is its potential health hazard. Henry Lai, a bioengineering professor, children have thinner skulls when compared to adults and the risks of radiation, if any, will be higher when compared to adults (Associated Press). Another report suggests that governments are ‘underplaying’ the potential health hazards (Tamara). The article states that more than two hundred studies in the country have found some relationship between radiation damage and cell phone usage. While these are valid arguments, the following section will provide answers to reduce or eliminate these concerns. Studies on policy decisions indicate that it is the parents and not the school authorities have the right to provide their children with cell phones (Johnson, and Kritsonis 1-6). The authors state that only five percent of parents feel that school authorities have the right for total ban on cell phones in schools. This figure was taken from a study conducted among one thousand parents of children aged between twelve and seventeen from across the United States. But an even more compelling reason was that ninety nine parents felt comfortable when they were in a position to contact their children directly through cell phones (or similar devices) especially in an emergency. But according to the authors, even parents agree that cell phone usage should be subject to certain conditions set by the school. It is impractical for school authorities to check each and every one of the students regarding the use of mobiles especially when it is used for sending SMSs or such extreme activities like cheating and cyber bullying. Only audible ringtones and conversation will give the student away. According to Johnson, and Kritsonis children are able and do use mobile phones for texting and accessing inappropriate content. This is despite the fact that sixty three percent of schools ban cell phones on campus (Johnson). The question that arises here is why ban a product or service where effective monitoring is difficult or even impossible. This is especially true where the device has many other useful and important roles to play. The logic behind this stand is the principle which states that “when selecting policies for monitoring, do not bother with polices that you know management will not enforce” (Fry and Nystrom 18). A useful solution to effective monitoring is again to implement a policy where cell phones are allowed not on their person, but with the teacher or some other competent authority inside the school premises. An illustrative example is provided here. All students who own cell phones should register their names with the school authorities. Once inside the classroom, they have to deposit their instruments in a box or shelf provided by the authorities. To use the phones, specific permission has to be given by the teacher and once finished, it has to be deposited back into the box or bin. There are several advantages here. One is that students cannot use their instruments for talking, texting, bullying or cheating while inside the campus. All these actions can be done only if the instrument is in actual possession of a student. Teachers should allow students to make urgent or emergency call and more importantly use the instrument as a help in their studies. In the case of cyber bullies, it is not the technology but the character of the student which is at fault. “Research shows that cyber bullies are often traditional bullies, and cyber bullying victims are often traditional bullying victims, and sometimes even traditional bullies themselves” (McQuade, Colt and Meyer 157). The bully will simply use other methods if a cell phone is not available at hand. Apart from this texting can be done outside of school hours and there is nothing the school authorities can do about it Fears about health hazards, especially among young people seem to be unfounded according to various studies. For example, professor Lai (mentioned above) admits that actual health hazard from cell phone radiation is mostly speculative. The Associated Press article also states that no long term studies in this regard have been done with focus on children. It would appear that any risk only occurs from long term use. If that is the case, restricted use in school campuses will not contribute towards this risk since actual use is limited. The number of hours spent talking would be much higher outside the school. If there is a genuine risk, then it is the parents and not school authorities who should take the initiative to restrict communication hours. So, children using mobiles especially for educational purposes, and emergency communication practically poses no health hazard. The above stand provides full or partial answers to the supporters of banning cell phones in schools. But the following arguments will further strengthen the stand for restricted use of cell phones in school premises and even inside the class room. Not many people seem to understand or even know of the potential of the instrument as an education tool. Review of literature shows that cell phones can be used in imaginative ways for easier and a more interesting learning experience. A list of its potential use as a learning tool is too numerous and only a few illustrative examples will be given to get the point across. Many modern phones can access the internet to gather academic information. It is easy to carry around and students can to a large extent eliminate their dependence of PCs or laptops. Students can use phones to take photographs of live specimens for their biology classes as a part of their project. They can later on connect with a PC or laptop for this purpose. In other words, they do not have to carry a dedicated camera when the cell phone will double up as one. Art students can take photos of pictures and other objects and use it to create their own works. With permission of their teacher they can record class sessions and make notes out of them at home. This would result in faster coverage of portions as opposed to the time taken for handwritten notes. Cell phones can even be used to create podcasts as experienced by an enthusiastic teacher. In short, many students already carry a powerful computing device in their pockets, while oftentimes much of the technology hardware at schools is woefully out-of-date. By allowing cell phones, schools may find they have equipped students with better devices - that can work as calculators, cameras, video cameras, books and notebooks, for example, - at no or low cost to the school. This is especially important for public schools that are short of funds required for modernizing their electronic equipments. Probably, the most important argument for allowing restricted access is for use in emergency situations. Joan’s experience when her school bus broke down is an example. Her parents need not have worried if she had a cell phone with her. Joan’s school policy was extremely strict regarding the ban and none of her fellow travelers carried one. Even if the driver or a teacher in the vehicle had cell phones, it would take a lot of effort and time on their part to inform the parents of each and every parent. After the 9/11 attack on the twin towers, people are generally paranoid about further terrorist attacks. In case of such an event near the locality of the school, parents can directly enquire about the safety of their child. Parents can also inform their children if something unexpected occurs. For example, if both parents are late to arrive home from work, they can text or call to inform them about it. The child can wait at a neighbor’s or friend’s house until their parents return home. The list of emergency situations where a cell phone comes in handy is numerous and it can happen to anybody. It is true that children used to go to school when the technology was not available. So people could argue that if it had been done in the past, why not continue it in the present and future as well. Yes, a few centuries back there were only horse drawn carriages and sailing ship for travelling. Today there are automobiles and airplanes that have made travel much faster, safe and comfortable. Even supporters of the ban will use modern means of travel, which is an example of technology put to positive use. The same can be argued for the restrictive use of cell phones also. So, where does above the arguments for and against banning of mobile phones in schools lead to? Overall, schools will continue to wrestle with whether to ban the technology or to encourage its use. “The technology can serve many useful, educational, social and safety-related purposes, so the answer probably lies in the middle with the placement of reasonable controls for appropriate use” (Kowalski, Limber, and Agatston 159). The example of John and Joan are two extreme instances of total freedom and total ban. As stated by the authors, there is a middle way. The only factor to be considered is the cooperation of school authorities, students and parents. A determined effort on their part will make the cell phone an essential part of school life today and in the future. Works Cited Associated Press. "Cell Phones May Present Health Risks for Kids ." Children's health. MSNBC, 2012. Web. 10 Jul. 2012. Cohen, Tamara. "Mobile Phones Could be 'Health Time Bomb': More than 200 Academic Studies Link Use with Serious Illnesses." Mail Online, 2011. Web. 10 Jul 2012. Fry, Chris, and Martin Nystrom. Security Monitoring. O'Reilly Media, 2009. Print. Johnson, Alex. "Some Schools Rethink Bans on Cell Phones." Tech and gadgets. MSNBC, 2010. Web. 10 Jul 2012. Johnson, Clarence, and William Allan Kritsonis. "National School Debate: Banning Cell Phones on Public School Campuses in America." National Forum.com. 44.4 (2007): 1-6. Web. 10 Jul. 2012. . Kowalski, Robin M., Susan P. Limber, and Patricia Agatston. Cyber Bullying - Bullying in the Digital Age. Blackwell Publishing Ltd, 2012: 159. Print. McQuade, Samuel, Colt, James and Meyer, Nancy. Cyber Bullying. Praeger Publishers, 2009: 157. Print. Sabella, Russell. "Cell Phones, Texting and Cell Phone Distractions ." Education.com, 2012. Web. 10 Jul 2012. . Watters, Audrey. "Texting in the Classroom: Not Just a Distraction." Edutopia.com, 2011. Web. 10 Jul 2012. . Watters, Audrey. "Whys Schools Should Stop Banning Cell Phones, and Use Them for Learning." MEDIASHIFT. PBS, 2011. Web. 10 Jul 2012. . Read More