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Current and Emerging Issues in Technology
Cell Phones: Educational Resources or Distraction?
Mike Perry
May 10, 2014
EEA 534
City University
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Current and Emerging Issues in Technology
Are cell phones a serious source of distraction or a viable educational
resource? The capabilities of today’s high-end smart phones have the computing
potential comparable to that of a mid-1990’s personal computer yet there is still
considerable ethical, social and legal debate as to whether or not cell phones should
be used in a school setting (Prensky, 2004). By the end of 2014 one in every five
citizens globally are expected to own and operate some form of a digital smartphone
device (Leonard, 2013). Mobile technology is greatly changing our social landscape
as individuals transform the public sphere into a private space through the use of
convenient and accessible technologies (Campbell, 2006). As a result of this shift
school districts are being forced to make the difficult decision on whether to ban,
promote, or find the middle ground with regard to cell phone use. There are obvious
issues on either side of this decision that argue both for and against such
implementation. However, possible solutions can be found once what is best for the
individual students, the impact cell phones have on social interaction, and academic
achievement levels are determined.
Ethical and Legal
There is considerable debate between students, parents, teachers and school
boards as to whether cell phones should be allowed in the school setting. Those in
opposition to cell phone integration argue that such devices pose obvious ethical
and legal concerns. At the forefront of these concerns are student and teacher safety
issues related to the protection of individual privacy. Modern cell phones have the
capacity to photograph, video and send messages instantly to thousands of viewers.
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Consequently images and videos can also easily be altered or modified to put both
teachers and students in compromising or unfavourable situations. The potential for
such occurrences will only be heightened if cell phones are permitted more
regularly in a school setting. As a result we are likely to see greater incidences of
cyberbullying and other inappropriate digital acts than we are already seeing.
On the contrary, teachers, students and parents will also argue that cell
phone use is not inherently bad as these devices can provide individuals with
instant access to relevant educational information that can be viewed, shared and
analyzed seamlessly. The efficient nature of such exchanges within a classroom has
the potential to benefit student achievement but they present a new set of
challenges for classroom teachers. Increased cell phone use within classrooms can
jeopardize the confidentiality and security of assignments, exams, quizzes and other
assessment tools but it can also violate many Copyright and Fair Use policies.
The intricacy and depth of information that is said to benefit student learning
with cell phones can also be seen as an obstacle or a hindrance when used
inappropriately. The level of access to information has consequently changed the
face of education. Traditionally, students relied specifically on teachers to provide
them with information and knowledge. With the advent of the Internet and an array
of mobile devices students can now easily gain access to pertinent information
within a matter of seconds. As a result, there has been a significant paradigm shift
where the role of the teacher is no longer seen as a provider of knowledge but more
as a facilitator of learning who offers guidance and support to students living and
learning in the digital world. According to Keith Krueger the CEO of Consortium for
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School Networking (CoSN) the role of the teacher is still as crucial as ever as, “It is
important to remember that educational software, like textbooks, is only one tool in
the learning process” which cannot “be a substitute for well-trained teaching,
leadership, and parental involvement” (Krueger, 2014).
Students will always need support and guidance on how to act and behave
appropriately and this is no different in the digital world. Recent incidents of schoolaged sexting, videoing, photographing and messaging in the local, national and
international media headlines has shown that some youth are not capable of using
their devices appropriately or respectfully (Sinoski, 2014). As educators it is our
responsibility to provide adequate guidance and supervision when students are in
our care. Cell phones greatly hinder a teacher’s ability to appropriately supervise
and support student activity due to the private nature of these interactions (Baird &
Fisher, 2005). By allowing cellphone use in our classrooms we are instilling a
tremendous amount of trust and responsibility in students who may not have the
developmental capacity to harness such responsible roles.
The implementation of new Provincial laws to prevent distracted drivers is
an indication that cellphone use is not only a problem in our schools but also in our
communities. The online nature of the digital world makes regulating difficult to
enact and enforce. The global nature of the Internet also makes it somewhat of a
moving target with respect to what lengths users will go to access and distribute
information. Teachers, parents, students and community members are obvious
stakeholders in the cell phone debate but so too are the software or application
designers who make it easy for students to cheat, download and distribute
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information. The variety of programs available to cell phone users has created
somewhat of a “wild west” approach where developers stay one step ahead of the
law in order to support user demands. The culture of technology use has shifted
from that of it being a novelty to that of necessity. Users no longer look at the use of
a digital device as a privilege but more as an absolute. Without cell phones or other
mobile devices many people cannot communicate, navigate or stay up-to-date. This
is a definite contrast to what life was like before cell phones were invented and used
so readily.
There are additional cultural concerns with regards to promoting increased
access to cell phones. Within a given district there are a multitude of beliefs and
practices with many that are different from each other with respect to cell phone
use. How we as school system cater to the individual needs will be greatly
dependent on our student populace. If we are to enforce stringent cell phone
policies at school that are not supported in the home environment conflicts will
arise. Furthermore, the implementation of such policies require a significant
commitment by both teachers and administrators as these regulations often require
an exorbitant amount of bureaucratic time. Some would argue that time spent
dealing with petty cell phone offenders could be directed more effectively toward
more serious school-related offences or issues such as attendance issues,
assessment or curricular development.
According to Ribble et al., to be an effective and appropriate user of
technology students need to understand the ethical, cultural and societal
implications of its use (Ribble et al., 2004). For students to gain a respectful well-
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rounded understanding of technology they must build and develop their
understanding of digital citizenship and receive effective and applicable training in
order to ensure technology is being used appropriately (Ohler, 2011). When
students are not given guidance or formal training on how to use devices or
databases in the digital world they often resort to teaching themselves (Prensky,
2001). This self-directed method of teaching has the potential to create both
positive and negative outcomes.
The aforementioned arguments are not meant to dismiss the extraordinary
capabilities of the Internet or the possibilities presented by the plethora of devices
available to our students but more to be cautious of their potential. When students
are effectively trained and supported during the technological learning experience
tremendous growth, advancement and knowledge can be acquired. How we educate
students on important issues such as: Internet safety, privacy and security,
etiquette, self-image and identity, information literacy and the maintenance of their
digital footprint and online reputation are critical to helping students develop and
learn (Common Sense Media, 2014). Furthermore, if we, as a community recognize
that digital citizenship training is not limited to schools and that parents, extended
family and others in supervisory roles are also important stakeholders a consistent
approach can be maintained at home and in society to ensure that students will
develop a better understanding of online appropriateness and use (Common Sense
Media, 2014).
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Social and Economic
From an economic perspective the promotion of cell phone use within
schools creates an even greater divide across our student population. If schools are
to encourage greater mobile technology use it is imperative that district funds
reflect the needs of all students in order to ensure equity of access and use. The
Bring Your Own Device (BYOD) approach is only effective if schools provide devices
for students who cannot afford to “bring” their own. If devices are not made readily
available to all this system of use will only increase the divide between have and
have not students. It is also critically important that provided or accessible devices
are up-to-date and applicable to the individual learning levels of students.
Improving digital literacy among teachers, through professional development
opportunities, is as equally important to improving the skills and knowledge of our
students. Teachers who are well trained to support students in the digital world are
more capable to adequately prepare students. When schools and districts give
teachers the opportunity to advance and improve their knowledge and skills
students benefit.
From a socialization perspective there is immediate concern that increased
cell phone and Internet use has lead to inadequacies in social development and a
major decline in face-to-face interactions. These concerns are supported by recent
research studies which state that increased cell phone use perpetuates the effects of
social anxiety and loneliness (Reid & Reid, 2007). Similar research also suggests that
subjects who partake in heavy Internet and cell phone use are more likely to
develop higher levels of apprehension in social situations and increased incidences
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of insomnia (Jenaro et al., 2007). Smart phone use can also be significantly linked to
increased social pressures within student friendships as these devices can often
cause students to develop insecurities or cause them to stay up later than they
would to engage in e-mail or message exchanges (Kamibeppu & Sugiura, 2005).
Unless parents or guardians are willing to set boundaries and enforce no cell phone
policies at certain times while in the home students will continue use these devices
with limited interference. Of particular concern is the perceived sense of privacy or
anonymity that cell phone use presents. In failing to recognize the consequences of
their actions teens take enormous risks when they photograph and disseminate
inappropriate images and private information about themselves and others through
online activity and text messaging (White, 2014). In response to such activities
politicians are currently playing catch up in an effort to update the outdated
criminal justice system (Calvert, 2009). The frequency of such events has
stakeholders such as parents, politicians, law enforcement officers and teachers
calling for greater advocacy and education on digital appropriateness.
Currently there is a substantial divide between what is considered an
acceptable level of digital use and access. The divide between “digital immigrant”
and “digital native” generations and their imposed values, beliefs and principles is a
major conflict within our schools (Prensky, 2004). Coincidentally, the promotion of
cell phone use comes not only from students but also from parents. Parents claim
students need access to cell phones for education, for security and to maintain
important social connections. A major issue within our school systems is a lack of
consistency and continuity. Across a given school district rules on cell phone use
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vary drastically. Students at one school may be allowed access to their devices
between classes while in other schools cell phones are completely prohibited.
Finding the middle ground is a difficult task, as students will continue to push the
limitations on technology use. Mark Prensky, a well-known advocate for technology
inclusion in education, argues that school systems are stuck in the 20th Century and
it is only recently that they have started to adapt and cater to 21st Century learners
(Prensky, 2004). According to Prensky et al., “Digital Natives are said to prefer
receiving information quickly; be adept at processing information rapidly; prefer
multi-tasking and non-linear access to information; have a low tolerance for
lectures; prefer active rather than passive learning, and rely heavily on
communication technologies to access information and to carry out social and
professional interactions” (Prensky, 2004; Oblinger, 2003; Gros, 2003; Frand, 2000).
However, these arguments fail to account for any kind of variability in students and
these claims make the assumption that “digital natives” have had a universal and
uniform digital upbringing (Kennedy et al., 2008). Before one can make these broad
claims that students are the digital experts a proper understanding of their
technological experiences needs to be evaluated. Contrary to what many believe,
students are not always the experts when it comes to digital technologies and it is
important that teachers and parents when provided with adequate training offer
support and guide students who are operating in the digital world (Kennedy et al.,
2008).
Admittedly, increased access to mobile technologies has greatly improved
our level of communication and connectedness but has it made us more productive?
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With even greater levels of access to e-mail, banking, navigation and social media
today’s students are bombarded with an overwhelming amount and variety of
information on a minute-to-minute basis. Is it fair to suggest that many of our
technology users are trapped in a productivity paradox where they attempt to
complete more tasks at once than is reasonable? Do our students have a greater
ability to multi-task than in previous generations or is this a perceived notion?
From experience, students who are more engaged in a single task at one time
produce higher quality work than those who multi-task. In addition, those students
who engage in multi-tasking show greater signs of stress, fatigue and apathy.
Many would argue that if we ignore or eliminate the use of cell phones from
the school system we are depriving our students of a valuable learning tool that they
will continue to use anyway. How educators choose to incorporate cell phones in
our schools and classrooms will have a significant impact on how our students use
them and other devices in the future. In her article “Adventures with Cell Phones”
Liz Kolb suggests cell phones should be used as an interactive tool where students
actively engage in brainstorming activities and classroom discussions through the
use of their mobile devices (Kolb, 2011). When given adequate training and support
students have the ability to tap into an educational resource that is highly effective
and a useful alternative to tradition educational mediums. From a budgetary
perspective, cell phones have the potential to save countless dollars through the use
of free software programs and online databases. The mobility of such devices also
allows students to learn anywhere and at anytime and their use has the potential to
properly prepare students for jobs in the 21st Century.
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It is clear through an analysis of the research that cell phone use is only going
increase in popularity. How districts and schools regulate and manage cell phone
integration will invariably be a deciding factor in its inclusion or exclusion within
the school setting. Regardless of the level of integration a common variable
throughout this analysis is the importance of adequate digital citizenship and
literacy training for staff, students and parents. To be adequately prepared for life in
the digital world one must be well equipped. Each district or school might have a
specific policy as it relates to cell phone use however as long as it remains fair and
consistent students will benefit. It would ignorant to ignore the capabilities of
today’s technological devices however it is important for us, as teachers and
administrators to direct their use along constructive and effective paths. When
students are given well-supervised and supported opportunities within the digital
world they have the potential to achieve great things.
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References
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