95% of Teens Own Cellphones: Digital Era in Schools

Nowadays, there is no doubt that most of the student's own cellphones, and they bring them to class in their pockets and backpacks. It is a digital era and about three out of four teens who are in school access smartphones. Cellphones are becoming part of their daily life. Following the 2018 study by Pew Research it shows that about 95 percent of teens own or access cellphones. In 2017, Nielsen poll realized that over 45 percent of students acquired their cellphones between the ages of 10 and 12.

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Nevertheless, most research shows that over half of the students utilize their cellphones for games and entertainment. Initially, cellphones were used more often for speaking with someone, but today its functions have advanced far beyond communication to texting, emailing, video transmission, gaming, online classes, and entertainment (Kadry and Bilal 30). It is as a result of the developing technology; it does not take long before a cellphone is outdated. Yet, the phones raise concern among students using them in the classroom. Should teachers allow students to use cellphones in the classroom? Is it a helpful valid learning tool, or are they destructive? I would argue this scenario considering the pros and cons of cellphones in the classroom.

Students tend to spend more time texting friends, playing video games, and watching videos than they could pay attention in class. Several arguments have been made for this move, but it seems to be a losing battle attempting to separate students from their cellphones. Most of the student does not like this separation and end up breaking the set regulations (Kadry and Bilal 30).

Nevertheless, technology should be encouraged in learning. Cellphones are used in making lessons and teaching more interactive and engaging. Rather than banning them, strict measures and surveillance should be established to monitor the use. Majority schools and teachers are trying to incorporate the use of cellphones into the curriculum to create a better learning environment. Generally, technology is a necessity in today's world, and it is required in and outside the classrooms. Teachers and students have utilized emailing for communication, sending assignments, and organizing classes, particularly in flipped classrooms and remote learning. There is a need for students to be disciplined and understand that cellphones are necessary and should only be used for academic purposes while in classrooms. There is a need to state the pros and cons of using cellphones in classrooms.

Cellphones allow students to learn in their comfort. Typically, mobile phones are teen-person intuitive. Many scholars never go for classes to learn how to use cellphones; instead, they learn from their peers. Most young cellphone users get to learn how to use cell phones at a young age, and it becomes a standard tool among teenagers. Besides, learners can access answers quickly. Cellphones are capable of providing solutions so fast. Students can get clarification without asking their teachers. Learning can be made life through audio and video interactions. For instance, cellphones can be connected to dramatic video images of the Hindenburg disaster, and learners can receive the composition of Al Jolson or Chopin. They can connect with other learners worldwide to extend their education. Also, cellphones provide access to educational apps that take learning up a notch. The gaming-like application motivates students to learn and have competition among themselves. It enhances learning new ideas, plus students build interest in the change from regular instruction. Lastly, cellphones promote social learning. Students can learn in groups to solve project assignments, share information, and discover new knowledge (Kadry and Bilal 30).

An argument against cellphones in the classroom comes with diverse reasons. First, constant communication in the classes is becoming a way of life, yet it diverts the attention of students at the school. Such students distract learning, and it can be difficult for a teacher to pass notes in class. A ringing or vibrating cellphone is disruptive. It can even be rude to have such in the mid of class section. Some students misuse their phones and end up using them to cheat on exams because they are small pocket-size, and endless information can be accessed. It makes it seem like a viable option due to the increased peer pressure.

Moreover, cellphones can be a mechanism for harassment and the cyberbullying of other students. The ease of access to social media enables students to spread information so fast to each other. Videos and photos can be shared quickly, and life can be unbearable for the victims being harassed. Some of them spread rumors or anything embarrassing to their colleagues about a teacher or themselves instantly.

It is now clear that cellphones are useful and, at the same time, challenging. Their different bodies that should come in to solve this challenge because serious students would not want to miss the usefulness of cellphones in classrooms. The ministry or national government, state government body, local or district board of education, schools, teachers, and parents should play a significant role in managing the use of cellphones in classrooms. Rules and regulations should be laid to control use (Rhodes et al.).

To conclude, cellphones should be allowed in classrooms despite the challenges that come along with it. Proper regulations should be placed instead of a ban. Besides, technology is inevitable. Students need to embrace the use of cellphones in classrooms positively. There are many examples to emulate for all disciplines. For instance, vocational and business schools use digital devices in their lessons to prepare their graduating students for their daily care in the future. If cellphones provide more advantages than disadvantages, then let it be allowed in the classroom as long as there are mitigations to control the use.

Work Cited

Kadry, Seifedine, and Bilal Ghazal. "Design and assessment of using a smartphone application in the classroom to improve students' learning." International Association of Online Engineering, 2019, pp.17-34. Retrieved from https://www.learntechlib.org/p/208570/.

Rhodes, Igraine, et al. "Improving behavior in schools: guidance report." Open Research Exeter, 2019. Retrieved from http://hdl.handle.net/10871/37789