Raising School Counselor Awareness Regarding
Students' Inappropriate Use of Cell Phones
by
Jami McAuley
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Science Degree
in
School Counseling
Approved: 2 Semester Credits
{}
The Graduate School
University of Wisconsin-Stout
May, 2011
2
The Graduate School
University of Wisconsin-Stout
Menomonie, WI
Author:
McAuley, Jami L.
Title:
Raising School Counselor Awareness Regarding Students'
Inappropriate Use of Cell Phones
Graduate Degree/ Major: MS School Counseling
Research Adviser:
Carol Johnson, Ph.D.
MonthlYear:
May, 2011
Number of Pages:
36
Style Manual Used: American Psychological Association, 6 th edition
Abstract
School counselors face the ongoing complexity of trying to inform students and educators
about the appropriate use of cell phones at school. With almost 75 percent of all school age
students having cell phones, the use of them in and outside of school is increasing. Situations
regarding the misuse of cell phones continue to appear in the news, as part of school sexting
scandals, and also harassment to the point of suicides by students are examples of how students
have misused cell phones and the internet to intimidate and bully to the point of death.
This literature review examined the different ways in which students use cell phones and
ultimately the implications this use has for students. Cell phone history and their technological
state of affairs, as well as moral, ethical and legal complications of the inappropriate use of cell
phones, students misuse of cell phones, students misuse of the internet on phones regarding
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School related tasks, and the implications that inappropriate use of cell phones has on students
are included. The review concludes with suggestions and recommendations for practitioners in
the field of school counseling to help inform, intervene, and prevent the inappropriate use of cell
phones by students.
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The Graduate School
University of Wisconsin Stout
Menomonie, WI
Acknowledgments
First and foremost, I would like to thank Carol Johnson, my thesis advisor, for her
dedication to students, and to me personally. I could have not gotten through my entire graduate
school experience, not to mention writing this thesis without her help and guidance. Carol's
positive support and attitude helped to make this process as painless as possible.
In addition to Carol, I would like to thank my roommate Julie Bethke for her support,
advice, and friendship for the past two years. My graduate experience was positive and
successful because of the companionship we had.
Furthermore, outside of school, I would like to thank my boyfriend Michael Kapral for
his perpetual suppOli and advice. You are my best friend and always knew when to bring me
back to reality when I was overwhelmed with the stresses of graduate school. Thank you for
sticking by my side when I did not always make it easy to do so.
Finally, I want to thank my parents, Mark and Jeanne McAuley for their endless support
for me and my education for the past twenty-four years. Having gone through this experience I
know what supportive, encouraging, and positive parents I have had throughout my life. Thank
you for always seeing the potential and strength I have in me, even when I do not see it. Most
importantly, thank you for helping me get through the past two years of my educational career
and listening to me when I needed to talk and vent. I could not have been as successful in my life
without you both being strong positive role models.
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Table of Contents
.................................................................................................................................................... Page
Abstract ............................................................................................................................................ 2
Chapter I: Introduction .................................................................................................................... 6
Statement of the Problem ..................................................................................................... 9
Purpose of the Study ............................................................................................................ 9
Research Questions ............................................................................................................ l 0
Assumptions of the Study .................................................................................................. l 0
Definitions of Terms .......................................................................................................... 11
Limitations of the Study ..................................................................................................... 12
Chapter II: Literature Review ........................................................................................................ 13
Introduction ........................................................................................................................ 13
History of Cell Phones ....................................................................................................... 13
Ways Students Misuse Technology ................................................................................... 15
Misusing the Internet ......................................................................................................... 20
Legal and Ethical Implications .......................................................................................... 25
Chapter III: Summary, Discussion, Recommendations ................................................................. 28
Introduction ........................................................................................................................ 28
Summary ............................................................................................................................ 28
Discussion .......................................................................................................................... 30
Recommendations .............................................................................................................. 32
References ...................................................................................................................................... 34
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Chapter I: Introduction
Cell phones were first used as a means to communicate and talk with others while on the
go, and in limited circumstances related to transportation and public safety. As technology
evolved, the desire to utilize a phone at any time and in any place has grown in popularity. Cell
phone advances began in the mid 19th century during World War II with the use of transferable
battery operated phones on the battle field. In the late 1970's and 1980's cell phones research
soared as the idea of an affordable, portable, hands- free phone was appealing to many.
First generation cell phones were heavy, cumbersome, and had a short battery life in
addition to limitations regarding where the phone could find service. Second generation cell
phones became smaller, had better quality phone calls and service, faster signals, and had built in
cameras. In addition, they also paved the way for emerging technologies in third generation cell
phones. It was during the second generation that cell phone use went viral, with more people
wanting to own their own cell phone. Third generation cell phones, still in existence in 2011 can
send and receive text messages, have internet and email access, and some of the latest
applications on a device that fits neatly in the palm of the hand.
As of 2011, the fourth generation of cell phones, which include smmi phones, allow for
people to utilize GPS services, movie and radio streaming, access to the internet, and other
applications all in one hand-held device. FOUlih generation cell phones allow for people to do
many tasks, such as unlocking or locking a vehicle without even having to be there. There are
even experimental phones that act as credit cards, air line paperless ticketing and can open the
front door or garage door in a home. As cell phone technology continues to advance, more
people around the world, including children and teenagers, have their own cell phone for daily
use.
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A recent study indicated that as many as 71 % of American youth, ages 12-17, owned a
cell phone (Lehnart, 2009). This study further identified the number of American school-aged
students with a cell phone went up 8% in a span of two years. As a result, schools continue to see
enrollment climb in the study body, which includes students who have cell phones. With the
ratio of educator to students increasing, educators are concerned about monitoring student use of
cell phones, minimizing disruptions to learning, and enforcing school policies that limit
inappropriate cell phone use at school (Lehnart, 2009).
Carroll (2004) identified some of the reasons why educators should be concerned about
student cell phone use at school. Cell phones with cameras and internet access pose a threat of
having unwanted videos of students and faculty members posted on the web. Can'oll (2004) also
indicated that students are using their cell phones to take locker room photos that may be
considered pornography. Other camera misuse may be used to blackmail classroom teachers.
Also, students may tape class sessions without teacher permission or awareness and post sections
taken out of context for others to see. Students are getting more creative, and imposing on issues
of legality and privacy where others could be affected. Since students have already utilized cell
phones in non-productive ways, educators worry about how students will further use the internet
capabilities on their phones (Carroll, 2004).
Currently, problems related to cell phone use and internet use at school remains ongoing.
Many school districts, like the Montana High School Association implemented policies to
decrease the misuse of technology by students (Carroll, 2004). The policies are designed to
restrict talking, texting, cheating and internet searches on cell phones while at school. In the
United States, many other school districts have followed suit to implement policies related to cell
phone use at school. However, the problem of cell phone use by students is still a concern to
8
many school districts around the nation, as they have not implemented policies to limit cell
phone use at school.
In addition, cases of cyber bullying have become more prevalent as reports have become
more frequent. For example, the case of student Phoebe Prince whose death was believed to be a
result of bullying occurred on the intemet and through text messages that started at school
(Goldman, 2010). Other educational related materials, such as essay and homework sites where
students are paying for someone else to do their work, known as essay mills, continue to become
popular while making teaching difficult and leaving educators without the information or
curriculum to support its intervention and prevention (Bartlett, 2009).
The addition of the intemet access on cell phones is a major concern to educators, and
may increase the likelihood of cheating and inappropriate use of the device; as is the increased
amount of time that students age 12-17 spend on the internet (Lehnart, 2009). Almost all
American youth spend some amount of time each day on the internet with potential access at
school, home or on a cell phone (Lehnart, 2009). The internet in general has the potential to
provide students with a place for chatting or texting that could lead to harassment and bullying.
In addition, access to websites that promote the creation of bombs or the how-to for
homemade drugs; ways to cheat, and other mediums of communication are not a good use of
technology in the hands of young teens (Hope, 2004). Students who have intemet access on their
phones have the potential for endless exposure to harmless infOlmation at their fingertips making
dangerous information go viral for more students to see. Other professionals believe that
unsupervised time spent on the internet can potentially encourage behavior that poses
psychological and physical harm to students and others involved (Hope, 2004).
Parents, school counselors and teachers have a responsibility to help keep kids safe. The
American School Counseling Association (ASCA, 2004) has ethical guidelines pertaining to the
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use of technology. School counselors playa critical role in educating students in safe and
appropriate use of technology during classroom guidance lessons. School counselors emphasize
students use technology in appropriate ways and advocate for equal access to technology. School
counselors have an ethical obligation not only to the profession, but also to the students to
protect them from the potential dangers while trying to educate students on the implications that
inappropriate use of technology can have on their lives.
Statement of the Problem
The most cunent fOlms of technology such as the internet and cell phone capabilities
have been quickly evolving in the last decade and have impacted student behavior and influenced
changes in ethical behavior. School counselors may need to alter their guidance cuniculum so
that they can promote student success by increasing academic and social skills that provide the
appropriate information and examples of positive student behavior and use of cell phones. The
topic of students' use of cell phones is just beginning to be researched and minimal data exists
for school counselors to review. Therefore, the problem includes both understanding and
identifying how students are inappropriately using cell phones, and also how school counselors
can develop and implement lessons plans and curriculum that provide opportunities for students
to be safe, while making better and more ethical decisions regarding their use of cell phones.
Purpose of the Study
The purpose of this study is to increase knowledge and raise awareness of school
counselors by exploring literature regarding inappropriate student use of cell phones. The review
may help determine ways school counselors can implement necessary preventative curriculum to
educate students, educators, and parents on the dangers of using technology inappropriately.
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The information obtained may benefit school counselors in the profession by allowing
them to better identify and handle inappropriate use of technology and adapt to the changes of
technology by introducing the most current trends in to the curriculum that will prevent future
misuse of technology and intervene with the cun'ent misuse. This study will address strategies to
use in the classroom will highlight issues of student integrity with appropriate and ethical
behavior with regard to use of technology.
Research Questions
The following questions will be explored when reviewing the literature that pertains to
the subject matter of this paper.
1. In what ways are school age students misusing cell phones and the internet?
2. What are the legal and ethical implications for students by using technology
inappropriatel y?
3. How can school counselors become more aware of the many misuses of cell phones by
students?
Assumptions of the Study
The following assumptions should be considered regarding the information related to this
topic. The literature that was reviewed during spring 2011 and new data may provide insight into
more detailed aspects of student and technology use since the review of literature was started. It
is assumed that the literature presented for review is reliable and trustworthy as the researchers
have published credible work. While it is assumed that the majority of teens will use cell phone
and internet access responsibly, it is assumed that there are those students who use technology in
inappropriate ways.
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Definition of Terms
The terms listed here are defined because they are used frequently in the literature and
may help clarify their use in this paper.
Cyberbullying. Cyber bullying is when one or more people repeatedly harm, harass,
intimidate, or exclude another person using technology.
Ethics. A pmi of human philosophy that deals with values related to conduct, respect,
and whether a behavior is right or wrong.
Essay Mills. A website where students can purchase or use previously written papers for
classes.
Internet. Refers to the global computer network that allows people to connect with one
another via the World Wide Web.
Harassment. It is the repetitive sending or receiving of insulting, crude, or mean
messages.
Text messaging/Texting. Refers to the exchange of brief written messages between
fixed-line phone or mobile phone and fixed or pOliable devices over a network.
Sexting. Refers to the act of sending or receiving sexually explicit or suggestive content
between mobile devices. It is a genre oftexting that can contain text, images, or video that is
intended to be sexually arousing.
Viral. Going from one to the next in a chain connection where an online posting goes
from a small population to a larger population.
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Limitations of the Study
The following information examines the limitations that arise regarding the information
related to this topic. The literature being reviewed presents information that has been published
in the last decade given that the topic and data collection has been limited and access to the lately
research or research has not yet been distributed. The research that has been published on this
topic poses limited information and view points as research on this topic is developing to gain
credibility.
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Chapter II: Literature Review
Introduction
In this chapter, the research will be divided into four sections. The literature review
begins with the history of cells phone, followed by examples of the different ways that students
are using, and misusing the internet on their cell phones and concludes with information on the
legal and ethical implications for using cell phones and internet access inappropriately.
History of Cell Phones
Cell phones have evolved to be a lightweight mechanism used for communication in
comparison to the original cell phone models that began almost 100 years ago. In the early
1920's a new technology had made its way into the transportation and security industry. Firstclass train passengers were allowed to use a device known as the radio telephony, where train
passengers and conductors could talk to one another from short distances away (TopBits, 2010).
This special type of communication made its way into airplanes, trains and into police
departments, and the military soon thereafter. This technology allowed for individuals to be in
different locations and still talk to each other. The expanding communication of the radio
telephony was popular, yet quite centralized to individuals who were trained to use the
equipment (TopBits, 2010).
In World War II, the technology of the radio telephony evolved into something similar to
the modern day walkie-talkies for urgent communication at camp or in the field (TopBits, 2010).
These phone-like communication tools were carried in a backpack and were for the use of the
highest ranking soldiers. Since the phones were so large, it was even required that someone was
designated to
CatTY
around the large and cumbersome equipment. It was after World War II that
the evolution of cell phones really began to take off. In the late 1940's, scientists had discovered
more complicated ways to send and receive signals (TopBits, 2010).
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Later, in the late 1960's and early 1970's mobile phone technology had come as far as
cordless phones. This phone set-up required the user to stay near its basing station or else the
signal would be lost and the call would end resulting in the phrase, dropped call. Scientist, Dr.
Martin Cooper, began to wonder what it would take for a phone user to be able to move around
freely without dropping a phone call (TopBits, 2010). Dr. Cooper and other scientists in the
United States worked steadily for 12 years to advance the technologies of cell phones until its
approval in 1982. After 1982, the cell phone market took off introducing the first generation of
many of the modem day cell phone (TopBits, 2010).
First generation cell phones consisted of the Motorola DynaTAC 8000X, known as the
brick for its size and weight comparison to one, and also cell phones that were installed into cars,
ones that came in tote bag that could be plugged in for making calls, and even some that came as
a briefcase for users to carry around extra batteries and make calls (TopBits, 2010). All of these
cell phones were limited in functionality and large in size. Many phones in this era, roughly 1983
to the early 1990' s were heavy, large in size and shape, and were not convenient. Cell phone
users in this generation found that talk time was limited with a ShOli battery life, some needed to
be plugged into DC outlets, and cell phones needed to be carried in their own bag. Although cell
phones were growing in popularity, they were still expensive and not user-friendly (TopBits,
2010).
Second generation cell phones, known as 2G, bridged the gap between size and quality of
cell phones for future generations. The second generation of cell phones only lasted for a short
period of time statiing in the 1990's (TopBits, 2010). Cell phone researchers were hard at work
finding ways to make networking faster for better quality phone calls and from more locations.
Also, advances in the reduction of size and weight in cell phones with the continued accuracy
and quality, with longer battery life made cell phones a growing technology that more users were
15
eager to get their hands on. In addition, second generation cell phones also began to see the
introduction of low resolution cameras, games, and other basic functions that added to cell
phones' overall value. As cell phones were becoming more affordable and the quality increased,
more and more people found the value of owning a cell phone, which made cell phone use go
viral (TopBits, 2010).
Third generation cell phones, known as 3G, continue to be maintained in 2011. Relative
to 2G phones, third generation cell phones are capable of more than sending and receiving phone
calls. Phones that are part of the third generation have the capability of sending and receiving
text messages, have higher resolution cameras, video capabilities, internet access, e-mail
capabilities, games, Wi-fi, movie and radio streaming, GPS abilities, and other appealing and
useful applications. Third generation phones are capable of having excellent quality phone calls
both indoors and outdoors with people of all ages having cell phones all around the world
(TopBits, 2010).
Fourth generation cell phones, known as 4G, have become even more widespread in
2011. Many cell phones users utilize smart phones, cell phones that operate using the internet,
and consist of the highest speeds for data rates that make cell phone applications faster. In the
future, most third generation cell phones will switch over to the fourth generation of cell phones
making the addition of internet in cell phones a standard model. Cell phones are likely to see the
integration of additional applications such as unlocking a vehicle from afar, setting a thermostat
at home, or replacing plastic credit cards by scanning the phone aps from any location in the
world (TopBits, 2010).
Ways Students Misuse Technology
Since their development, personal pagers or beepers in schools have been an issue of
debate for educators and administrators. The first use of communication through technology in
16
the education climate was through beepers, which first became a popular item in schools in the
early 1990's (Danforth, 2003). Beepers were the original means of technological
communication; however cell phones took over, eventually allowing more communicative
possibilities. Educators historically attributed the widespread use of beepers and pagers to drug
trafficking in the late 1990's and put bans on them (DanfOlih, 2003). Now that cell phones are
used by most students, the real purpose for students having a cell phone at school is often
unclear.
In 1999, the Columbine school shooting crisis changed the minds of educators and
parents regarding student use of cell phones, especially while at school (Current Events, 2002).
Many of the Columbine students called parents and law enforcement to notify them of the tragic
events of the day. Since the tragedy, parents have continued to encourage constant
communication and provide cell phones to students because they feel as though it closes the gap
in safety (Danforth, 2003). Cell phones give students easy access to call parents for help or
notify parents of an issue immediately. While at the same time, parents claim they feel safer
knowing their child has a cell phone in order can call the police in an emergency situation
(Current Events, 2002).
Similarly, the events of September 11, 2001 also playa role in how cell phones have been
viewed as a necessity and also created the widespread changes in allowing students to have cell
phones at school. Some of the victims in planes and at the Twin Towers were able to contact
family members, explain the situation and say their final good-byes (Canoll, 2004; St. Gerard,
2006). Having a cell phone at school is not necessarily a recent trend, but how students cUlTently
use cell phones has brought up concerns regarding safety and necessity.
Many schools around the nation continue to implement bans on cell phones as the
applications, uses, and services of cell phones continue to expand and bring up issues of
17
controversy. In the article Camera Phones Raise Whole New Set of Privacy Issues, the author
claimed that one of the biggest issues educators have faced in the classroom was the invention of
tiny cameras in cell phones (CatToll, 2004). For example, a partially dressed student in Ireland
was photographed using text messaging and data messaging capabilities. The cell phone
photographer sent the indecent picture to students and people all over the country (Canoll,
2004). Posting such pictures raised the question of privacy resulting in legal issues peliaining to
the misuse of technology. The initial cameras in cell phones were available in 2003 and 2004 and
produced small, grainy pictures. However, in 2011 cameras in cell phones produce pictures that
are quite clear and capable of better quality pictures (David, 2010).
Not only have cell phone creators enhanced the quality of pictures, but many cell phones
come with video features, which can be also sent through data cell phone messaging (St. Gerard,
2006). In regards to cell phone use in schools, teachers have reported students taking
embanassing pictures or videos and posting them on the internet for others to view (Canoll,
2004; St. Gerard, 2006). This may embarrass students and teachers, but also poses legal issues
that students may need to be aware of and held accountable for. Pictures sent or posted for others
to see without permission imposes on individual's right to privacy. The person being
photographed or taped can take legal action and claim the picture or video taker is harassing
them, or is a theft of proprietary information (Canoll, 2004; St. Gerard, 2006).
Another form of text of picture messaging is sexting. Sexting involves sending written
text in messages that are sexually provocative, nude or provocative photographs, and sexually
explicit videos through cell phones (AP, 2009). This form of sexual messaging has been
perceived as more damaging than texting as legally it is an invasion of privacy and very
damaging to the individual.
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One survey by the National Campaign to Prevent Teen and Unplanned Pregnancy (2008)
examined text messages that involved sexual content. The results indicated that of the
participants in the study, 20% of teens, ages 13-19, have sent or posted nude or semi-nude
photographs they have taken of themselves. Thirty-nine percent of the teen participants indicated
they had posted on the internet or sent someone sexually provocative messages (National
Campaign to Prevent Teen and Unplanned Pregnancy, 2008). Given the high amount of sharing
sexually charged messages, one may question the confidentiality limitations, and wonder if the
person intended to receive the message was indeed the one to receive it. The survey found "44%
of both teen girls and teen boys say it is common for sexually suggestive text messages to get
shared with people other than the intended recipient" (National Campaign to Prevent Teen and
Unplanned Pregnancy, 2008). With that being said, school-age students do not always
understand the repercussions of their actions when using cell phones or internet access.
Reasons for sending sexually suggestive texts varies from teen to teen: to flirt or to get
someone to like them, to do it as a joke, to present someone with a sexy image, or because
someone pressured them to send the sexually messages, pictures, or videos (National Campaign
to Prevent Teen and Unplanned Pregnancy, 2008). In many cases, sexting has gone unnoticed
and undetected. Unfortunately for some, the sexually suggestive information is often found and
some students face legal implications.
In one case of sexting, three Texas male teenagers were the recipients of sexually
suggestive messages sent by their female classmates. The messages were found and the students
were found guilty of possessing child pornography after the picture messages were found on
their phones (Associated Press, 2009). Globally, growing numbers of school-age students are
participate in sending and receiving sexually suggestive messages, pictures, and videos. As the
19
phenomenon continues, students will face legal repercussions, with the most common charge as
possessing child pornography (Stone, 2009).
Since the development of cell phones, sending and receiving texts, videos, and pictures
have contributed to academic misconduct in schools all over the world (Clark, 2008). The
academic integrity of students is at stake when they decide to cheat on exams, plagiarize, or
cheat on homework assignments (Tippit, Ard, Kline, Tilghman, Chamberlain & Meagher, 2009).
Students have been documented using cell phones or phones with internet access to assist them
with cheating in multiple formats. These include: essay mills, taking pictures of an exam, texting
a friend for assistance during an exam or storing information on the phone and they all constitute
as inappropriate use of a cell phone to enhance academic performance. Carroll (2004) indicated
that educators have feared students would begin to get creative with cell phones as a means to
cheat or assist them academically at school since their creation. Educators thought student might
take pictures of things using their cell phones related to test materials and begin cheating using
those pictures. However, the cheating via cell phones had already made its way into the
academic climate much earlier than many educators had anticipated.
In 2002, twelve students were caught cheating on their finals at a Maryland college
(Manning, 2009). Six students who were taking their finals had been sending text messages to
six other students who were not taking the exam. The six taking the final were texting questions
about answers to the exam and the students not taking the exam were supplying answers via text
message (Manning, 2009). The students not taking the final were aware of how to access the
professors personal grading and test information on the computer system. They were sending the
exam answers through text messages. However, the professor administering the test had set a
trap upon hearing past students had gone into the files and were offering information on how to
20
access files to cheat. The students were caught in the act of cheating when the answers matched
the fake answer key rather than the correct responses to the exam (Manning, 2009).
New cell phones with internet capabilities make cheating even easier for students taking
exams. Students can Google questions while taking exams or find ways to discretely check
answers on the internet via cell phone unknown to educators (Johnson, 2010). With the new 4-G
phones, students are able to multi-task data systems to further find information more quickly and
go undetected in a variety of testing situations. Ways to cheat using cell phones and wireless
internet access have added to the imagination of students, and they can search for answers, or
find ways to cheat that they may not have come up with on their own without the technology
assistance provided by using a cell phone in class (Johnson, 2010).
Misusing the Internet
The internet has made its way into classrooms and as discussed previously, the internet is
now accessible on many phones used for searching the internet. Almost a decade ago congress
passed the Child Internet Protection Act of 2000 (CIP A), which put guidelines and restrictions in
place for internet use in school libraries, classrooms and public libraries to protect students
(Suozzi, 2009). Since the enactment of this law, which was developed as a result of student
inappropriate use of the internet to purchase weapons and make postings before the Columbine
school shooting and other related mass killings across the nation, congress and educators have
struggled to maintain up-to-date fire walls to prevent issues related to students and internet
misuse (Suozzi, 2009). The biggest argument opposing filtering programs was the restrictions
not only filtered out dangerous websites, like pornography, explicit chat rooms, and web sites not
deemed educational, but also blocked many useful websites for some people (Suozzi, 2009).
Similarly, the United States government had created restrictions for internet use in many
institutions but the restriction limitations continue to lag behind current technology. Many
21
schools and public libraries already had installed the required filtering programs or had installed
a program of their own for filtering purposes (Villano, 2008). One survey indicated that 59% of
school technology staff had identified students accessing website on the internet that had
inappropriate content and should have been filtered (Media & Methods, 2004).
Most parents and educators would agree that filtering to some degree should have its
place in schools, but in the article What are We Protecting Them From, the author found that
students found ways to disable filters and or get around them (Villano, 2008). Though filtering
programs seem to be the answer to protect students from dangerous internet material, the
problem lies with students not having filtering program on their personal cell phones as they do
not connect to school regulated internet service.
Therefore, the CIPA and United States government intends to restrict derogatory or
inappropriate information from being viewed on the internet while at school, it does not restrict
or filter internet access or searching on cell phones while on school property. Therefore, all of
the filtering programs do not protect students from the dangers they view on their cell phones
throughout the school day. In truth, students continue to find ways onto the cyber world even
when they are restricted by school policies regarding computers. They access the internet using
their cell phones, iPods, and other electronics that are capable of picking up WiFi (Villano,
2008). In one survey, 48% of students estimate that during the school they spend at least two
looking at internet content. Also, students had a difficult time estimating how much of that time
on the internet was spent on their cell phones (Media & Methods, 2004).
The results from a Pew Research Survey (Lenhart et aI., 2010) identified that 93% of
students spend some time surfing the internet and 36% of them are going on the internet several
times a day. Students report they are surfing the internet at school, at home, and continuously
throughout their day on their cell phones. With that in mind, the internet has gone viral. The
22
internet is at the fingertips of many school age students. Because so many students are on the
internet with increased frequency, educators and parents may need to examine in what ways
students are spending their time on the internet.
One thing that has become popular in the last ten years is social networking sites
(Villano, 2008). These sites vary in name and purpose, yet a growing percentage of people log
on each day to check their accounts and communicate with others. Villano (2008) indicated that
in the 2007 National School Boards Association Study, 96% of the participating students
responded that they identified as being part of a social network.
Educators are not concerned about the fact that so many students are using social
networking sites; however, they are concerned about the information that is being shared. When
private personal information is made public, shared with strangers, or exchanges made from
minors to adults, anything from "harassment, cyberbullying, kidnapping, or molestation" or even
worse can occur (Villano, 2008, p. 50).
According to Willard (2007), cyberbullying is "being cruel to others by sending or
posting harmful material or engaging in other forms of social aggression using the Internet or
other digital technologies" (p. 1). Harassment is the repetitive sending or receiving of insulting,
crude, or mean messages (Willard, 2007). Therefore, it can be difficult to differentiate between
cyberbullying and harassment using the internet.
The concept of bullying and harassment are not new in the education climate. Student's
insulting behavior toward one another has been around for decades and generally aimed at
students who identify as being different (Siegle, 2010). Bullies can now use cell phones and send
messages on the internet that does not require for the sender and receiver to be face-to-face.
Cyberbullying allows for the sender to be anonymous if they choose to be, and for someone to
23
say whatever they want to say, and where others can view the crude and insulting comments
about a person on the internet (Siegle, 2010).
In a survey by Associated Press-MTV (2009), 75% ofpatiicipants between ages 17-24,
believed that digital abuse is a serious concern. But only about 50% of the patiicipants
considered the information they post could have repercussions later on (Associated Press-MTV,
2009). The survey results implied that people want to have freedom of speech, yet believe that
other people may be sharing too much. The participants also indicated to have little concern
regarding the text and picture they post and whether it offends someone.
Students do not seem to fully understand the risks and long term effects that insults and
harassment can have on another person. Harassment and bUllying at school does not always stop
at the school house doors. Oftentimes, cyberbullying is documented as an extension of negative
treatment students receive from bullies at school (Juvonen & Gross, 2008). What many bullies
do not understand about their bullying and cyberbullying behaviors is that victims may
experience anxiety and other mental health problems as a result. Some professionals even
describe the lasting impacts of cyberbullying on their victims as symptoms of post traumatic
stress (Juvonen & Gross, 2008).
Sexting, as discussed earlier, can lead to a harmful or dangerous situation. One student
found herself to be the victim and the target of online harassment and cyberbullying from
classmates after an incident of sexting gone wrong (Zetter, 2009). After the sexing incident with
a boyfriend, classmates at school continued to harass her using the internet from social
networking sites and instant messaging. Due to the unfortunate circumstances, the student was
unable to handle the extreme harassment and bullying, and took her own life (Zetter, 2009).
Suicide is often the extreme in a given situation; however, cyberbullying and harassment often
24
go unreported because it is more difficult for parents and adults to observe (Juvonen & Gross,
2008).
Today's students are using the internet for more than social networking. The average
student is bombarded with advertisements, some that include information about successful paper
writing and prompts to buy papers on any topic. Students utilize essay-creating websites, known
as essay mills, and pay someone to write the paper for them. Essay mills have turned up nearly
everywhere, and are easily accessible fl.-om any search engine (Bartlett, 2009). Students often pay
a hefty price in order to avoid having to do their own work. They simply provide the website
with the topic they need an assignment on and some details about the expectations from the
teacher (Clark, 2008). Essay mills seemed to be popular with college students at first, but now
high school students utilize essay writing websites to complete their papers and homework
assignments for them (Clark, 2008).
The academic integrity of students is in question with the use of essay mills. The
Josephson Institute of Ethics (2004) found that of the students surveyed, 62% admitted to
cheating on exams. The survey did not indicate how the students had gone about cheating.
However, YouTube and other video sites have modules that demonstrate ways for students to'
cheat and go undetected (Clark, 2008). The ACT and SAT tests have adapted and changed some
of their procedures for test security to ensure that students have as few opportunities as possible
to cheat on their college entrance exams (Johnson, 2010).
Students continue to find ways to cheat for other exams by using notes inside of water
bottles, note cards, calculator cheat-notes, answers inside hems of skirts, putting things in
pockets, panty hose, and even cell phones (Clark, 2008; Johnson, 2010). The internet offers
advice for students as to how to cheat in certain kinds of exams, what to say to the teacher, and
how to get out of the situation (Johnson, 2010). The problem with students having internet access
25
on their phones at school is that students can have access to these sites while in class or during a
test.
Given all of the information about the possibilities of how students spend their time on
intemet, it is impOliant to understand that students with intemet access on their phones
acknowledge they use the intemet on their phones throughout the school day, whether they are
allowed to or not. As a result, students are logging in and signing on to potentially access the
dangers of the intemet on an hourly and daily basis.
Legal and Ethical Implications
With the number of public media cases of student's misusing technology climbing, the
behaviors tend to question issues of legality and ethical values. Ethics, depending on who is
involved, may cross into the boundary of what is legal and illegal. Cheating or behaving
unethically is not always punishable by law or capable of staying on a person's legal record.
However, a threshold exists where unethical behavior is capable of being punishable by the law.
As mentioned earlier, the Children's Intemet Protection Act of2000 (CIPA) may try to
protect children while at school from the types of pomography and profanity found on the
intemet, but it does not protect children from what they are capable of doing to each other on the
intemet (Suozzi, 2009).
The first amendment rights are protected in schools, however, putting some restrictions
on types of intemet speech and communication that may threaten or harass others at school is
recommended (Suozzi, 2009). Schools can put restrictions on what is said verbally, but the
difficulty lies in what students post on the intemet that can become accessible from anywhere.
Cyberbullying, harassment, and crude or inappropriate comments can make their way onto the
school grounds wherever the intemet is available (Carroll, 2004). School administrators do have
some rights to protect students if celiain communication disrupts or impacts the educational
26
environment (Suozzi, 2009). It becomes extremely difficult for school administrators to monitor
all of the communication that goes on while students are on school grounds, and therefore some
legal ground rules have been set but are difficult to interpret and enforce (Suozzi, 2009).
Schools have the ability, but not enough time or staff, to restrict the communication that
is being sent over the internet and by cell phones (Suozzi, 2009). An internet message or text
message has to be received or opened at school to be questionable by law or school policy, not
necessarily where the message was sent from (Suozzi, 2009). This legal loophole is enough to
confuse educators and school administrators, which keeps schools from fully understanding all
student and school rights as they seem to be written as new cases are presented. Not only can the
source of the communication or inappropriate speech be sent from school or at home, but the
information that is received is also under legal scrutiny (Suozzi, 2009). If the text is threatening
or able to cause an educational disturbance, regardless of the place it is received, it can be
punishable by school law or by state and federal law. The Supreme COUli is heavily involved in
cases of harassment and bullying when school administrators were aware of the problem and did
little to remedy the situation (Suozzi, 2009). Serious public cases of bullying and harassment
which resulted in violence which were recognized prior to an academic disturbance have
prosecuted students for their illegal or harmful behavior and educators for their inattentive
behavior.
Depending on the type of message that is being sent, the right to privacy may be violated.
When students post videos or pictures that they take without the person in the media knowing,
the person's privacy may be violated. Reported by Carroll (2004), according to lawyers, taking
pictures without the other person's consent and publicly posting the content can result in a legal
battle. A student may be charged with creating a hostile work environment if it potentially
hmms, makes the educational environment uncomfortable, or is dangerous to the teacher or their
27
reputation (CalToll, 2004). Other charges for indecent picture taking can result in an invasion of
privacy. If a picture or video of someone is found, the victim can claim that it is a theft of
proprietary information (CalToll, 2004). A simple prank or joke sent by one student to another
student or faculty member may seem funny at the time; however, after the fact; the actions may
be subject to punishment by law to include jail time, a criminal record or monetary penalties.
In summary, it is an insurmountable job for schools and parents to always know what
students are doing with cell phones and while accessing the internet. There may come a time
when schools just need to turn investigations over to the police as the school personnel are not
trained in internet investigations, nor do they have the resources to pursue the avenues that
technology affords students. It is tough enough to try to keep students safe when using
technology at school while informing them of the legal hazards of misusing technology and the
possible impact it may have on future employment, scholarships and getting into colleges with a
criminal record.
28
Chapter III: Summary, Discussion and Recommendations
Introduction
The infOlmation discussed in this section serves as a summary and analysis of the
literature reviewed regarding students' misuse of cell phones. The information may help school
counselors understand and identify how students are misusing cell phones. Finally, the chapter
concludes with suggestions for future research.
Summary
The literature reviewed identified in detail how cell phones have evolved and made their
way in to the educational environment. Starting with beepers, pagers, and now cell phones,
students possess the most technologically advanced devices to communicate openly with others.
Cell phones have many capabilities, such as taking pictures and videos, sending text messages,
making phone calls, using the internet, and playing games or other distracting applications (St.
Gerard, 2006). Students have negatively used cell phones by taking inappropriate pictures and
videos. The sexting phenomenon has yielded legal implications, yet students struggle to
understand how sending sexually suggestive pictures and text can have a negative impact on the
future of the sender or receiver of the messages. Many students believe that sending
inappropriate messages is wrong or could cause harm to someone, but fail to believe that any
negative repercussions could affect them personally (Associated Press-MTV, 2009).
The internet, including access on cell phones, offers many ways for students to
potentially misuse the information readily available at their fingertips. With many students
having internet access on their phone, infOlmation on the internet can be seen almost anywhere
in the world, including school. The accessibility of the internet on computers at home and
school, and cell phones opens the door for students to make poor decisions when using the
internet. Social networking sites have caused potential danger to adolescents globally because of
29
the amount of bullying and harassment that occurs through online chatting allowing information
to be public for others to see (Juvonen & Gross, 2008).
The internet provides students with the ability to search for information that is educationrelated. When doing homework using the internet, students can find ways to cut comers.
Students have always found ways to cheat, and by using the internet people can share the latest
trends on how to cheat (Clark, 2008). Essay mills provide students with the luxury of not having
to do their own work, but at a price, and in the meantime also question a person's ethical
integrity.
Currently, student's ethical values and academic integrity is greatly debated (Tippit et aI,
2009). Educators are concerned about why more students are cheating and why they cheat so
often (Tippit et aI., 2009). Cheating is not the only source of unethical behavior for students, but
it is what greatly affects a student's grade and educational experience. The purpose of school is
to give students an education and provide skills for problem solving. Students are finding some
morally wrong or unethical quick-fix on the internet and bypassing having to retain information
or learn lifelong skills (Sankran & Bui, 2003).
Some students have infringed upon the privacy of other students and faculty, sent child
pornography, have been in the possession of child pornography, have made inappropriate,
damaging, or violent threats, and used the internet to harass and bully others to the point of
suicide (Suozzi, 2009). Students may not even realize that what they are doing is illegal, and that
they can be prosecuted by law enforcement (Suozzi, 2009). School age students, who typically
range from 12-17 years old, are still considered minors and continue to cross the boundary from
being unethical to being illegal. Students who are caught may face legal consequences but may
not receive as serious sentences as adult counterpmis for the same criminal activity.
30
Discussion
Given all of the information about the number of students with cell phones, cell phones
with internet access, and the number of students who use the internet, it can be inferred that a
majority of American students either have a cell phone or are using the internet regularly and
there is bound to be some misuse of technology (Lenhart, 2009; Lenhart et aI., 2010). Students
may be left unsupervised with cell phones or have the ability to search the internet and come
upon dangerous content or social networking sites that expose them to harassing language. Since
it is impossible for school age students to constantly be monitored regarding their technology
use, other strategies seem necessary.
It appears that the elP A of 2000 was meant to help filter and restrict student internet
usage, but students have found ways to get past the restrictions while on school computers and
view the internet on cell phones anyway (Hope, 2006). Many students are accessing the internet
from their own personal cell phones throughout the entire school day. Regardless of how
students are accessing the internet, once students have made their way into dangerous sites on the
internet, it is still necessary to continue educating students, and not to hope that filtering
programs or bad judgment will make the students invulnerable (Siegle, 2010). It may be
beneficial for educators and parents to work as an alliance to monitor technology use in all
environments to keep students safe.
Parents play an important role in reducing the amount of misuse that occurs when schoolage students use technology. It is likely that parents are the ones who are providing their children
with cell phones and cell phones with internet access at an early age, but some parents lack the
ability to provide any guidance about appropriate use. It is important for parents to do some sort
of educating at home about using cell phones and the internet in a positive, ethical, and legal way
(Siegle, 2010). There is also a need for instructing students on what appropriate use of
31
technology looks like, to illustrate what inappropriate use of technology can look like, and then
to show students what they can and should do by setting good examples, monitoring use and
setting guidelines for children (Siegle, 2010).
Educators also play an important role in the lives of students, as they are responsible for
students well being for about eight hours of the school day. Educators are relying more on the
filters and fire-walls of school computers, and are often leaving out the idea that youth still need
some educational component, especially when it comes to internet on cell phones. With so many
public cases of students behaving unethically or illegally while using technology; one must
wonder if students are aware of what is legal or illegal. Some parents and educators appear to be
leaving out the education aspect as they are not always communicating the dangers and
consequences of looking at or sending inappropriate content (Siegle, 2010).
While establishing consequences and punishing students for misusing technology is
necessary, there appears to be a paradigm between what students think they can and should do,
and what they are actually doing. Some schools have implemented contracts that go over student
appropriate use of cell phones and internet while at school. It may be beneficial for many reasons
that the concept of appropriate cell phone and internet use at school to be implemented and
enforced at home (Siegle, 2010). Any type of reinforcement that is consistent at home and at
school can has the potential to establish more successful results in students appropriately using
technology (Siegle, 2010).
In the state of Virginia, legislators passed a law that required schools to implement
cUlTiculum that educates students about the dangers ofthe internet (Villano, 2008). Students
learn about the dangers of the internet and other technology starting in kindergarten until the
time they graduate (Villano, 2008). This lifelong approach to educating students about
appropriately using technology has not been implemented in all states; however, it makes sense
32
that changing technology and technology use will always be addressed while students are in
school. The research and implementation of an all-school curriculum regarding technology use
like the one in Virginia may fall under the responsibility of school counselors. School counselors
would need to be prepared to handle this assignment while providing a confidential relationship,
and developing an open line of communication (Siegle, 2010).
Students have access to cell phones and the internet at an almming rate that continues to
increase each year. Students are using these means of communication, and at times they are
negatively using technology. Students often know more about how to use technology than adults
as they are tend to arm themselves with the latest technological trends. Parents and educators
have an obligation to keep up with technology and student use of technology in order to educate
about appropriate and inappropriate use (Siegle, 2010). Dangerous or harmful content may result
from technology use; however, parents and educators have the option to continue to let students
be exposed potentially unsafe material, or to educate students about how to benefit positive from
technology.
Recommendations
It is evident from the literature that misuse of technology by students is affecting
American youth. Students using cell phones and the internet have caused parents and educators
to question how safe students are. Yet, much of the literature recommends that intervention and
prevention of misuse begins with parents and continues into the educational environment.
One recommendation comes from Villano (2008) who says there is the need for schools
to stop relying solely on filtering programs because they are not as reliable as they are intended.
Filtering programs are good to an extent for school computers, but schools have to make a place
in the curriculum for technology, safety, and appropriate use of cell phones and internet use.
Filtering programs rarely are used on cell phones. In the state of Virginia, every child will
33
receive information each year about using technology safely (Villano, 2008). Villano (2008)
further suggests that it is possible to increase appropriate internet use by continuously educating
students about the dangers of technology and what appropriate use of technology looks like.
Another recommendation from Siegle (2010), who suggested provided a list of tips for
parents and educators to consider when dealing with the issues of cyberbulling. Siegle (2010)
suggests that there needs to be a great deal of education that goes on at home and in schools.
Educators are responsible for students at school, and parents are responsible for students when
they are at home. Parents and educators may need annual training to stay current with the trends,
prevention, and intervention strategies that relate to technology use (Siegle, 2010). Schools can
continue to survey the student body about the problems that students appear to be having and
adapt the curriculum to fit the current needs of the students (Siegle, 2010). There also appears to
be a need for peer mentoring so that students can help educate one another on appropriate use
and to share experiences about the dangers of cell phone and internet use (Siegle, 2010).
Given the nature of how fast technology evolves, the literature used for this review may
not have covered all aspects of student misuse of technology. There may be more detailed and
specific information related to cell phone use, internet use, legal implications, and intervention
and prevention strategies for technology use. Fmiher research is needed to continue identifying
and understanding how students are using technology to contribute to the current body of
knowledge.
School counselors can implement and adapt curriculum to include the latest information
and strategies to help keep children safe from the misuse technology at school. It is hoped that
with all parties involved including parents, educators and school counselors, children will be safe
and well-informed about the potential misuse and consequences for inappropriate internet access.
34
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