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Should Cell-Phones be Allowed in K-12 Schools?

Prabhpreet singh

Instructor

PHIL 2399 A
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Should Cell-Phones be Allowed in K-12 Schools?

Abstract

Schools have embraced the integration of technology in learning to enhance access to

information, dissemination, and interaction. Students have also integrated technological

devices available at home including, mobile phones and computers in their school work. In

K-12 learners, the use of technology is usually supervised to prevent distraction and misuse

of devices. Mobile phones are schools remain a debatable issue since learners can easily

access and use the devices by virtue of being exposed. Despite the benefits that accrue to

the use of mobile phones, they pose a risk of increased bullying at school, distractions,

and noise, which lowers the quality of learning. Research included in the discussion concur

on the negative implications of mobile phones in schools on learners' mental and physical

wellbeing. While it appears noble to keep learners updated on technology, schools should be

proactive in averting negative consequences of unrestricted use of mobile phones, to which

parents and caregivers might not readily appraise. Children can efficiently share images and

texts about others to enhance bullying, while being oblivious of the resultant emotional

implications. Mobile phones also distract learners due to the consistent urge to check on the

devices, particularly when they are expecting information from their peers. Sustained

distraction can affect learning outcomes. Additionally, teachers may not consistently monitor

all the students without affecting the quality of their lesson delivery and course outcomes.

The multiple disruptions from devices pollute the learning environment and affects the

concentration of other learners who may not have devices. Some educational scholars argue

that students should not be restricted from using devices in the fast-paced technological

environment. However, such use may not be productive when it remains unsupervised in K-

12 schools. The use of other school-owned and controlled technological devices and

applications, therefore, should justify the ban of mobile phones in K-12 schools.
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Annotated Bibliography

Beneito, P., & Vicente-Chirivella, O. (2020). Banning mobile phones at schools: Effects on

bullying and academic performance. Discussion Papers in Economic Behaviour, 1-21.

The article investigates the impact of banning mobile phones in schools on bullying.

The authors employ a comparative case study of two regions in Spain where jurisdictional

authorities had banned mobile phones in schools in 2015. Through a diff-in-diff regression

analysis, the research revealed that bullying incidents had reduced among children aged

between 12 and 17 years. The findings are crucial to the topic because it supports its position

on the restriction of mobile phones in schools. Particularly, it affirms that restricted use has

positive benefits on students' physical and mental health.

Gammon, K. L. (2021). Use of Cellphones in High School English Classes (Doctoral

dissertation, University of Georgia).

The article refutes that mobile phones have detrimental Implications on instruction

and classroom behavior. Teachers who took part in the Action Research confirmed that

cellphones complemented their curriculum instruction and content by increasing student

engagement. The article contributes to the topic by providing a counter view of the thesis,

which allows a more exhaustive exploration of the issue.

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and

tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in

Education, 7(2), 257-275. https://link.springer.com/article/10.1007/s40692-020-

00156-7

The study explored the position of teachers in secondary schools with non-restrictive

policies on the use of mobile phones. In a quantitative review, the teachers observed that

mobile phones in secondary schools increase the prevalence of abusive behavior, distraction,
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and noise. The article is crucial to the discussion because it supports the thesis. It also helps

to dispel the notion that older learners are more responsible when using mobile devices in the

classroom.

Robertson, L., Muirhead, B., & Corrigan, L. (2020, March). ‘Don’t answer that!’-cell phone

restrictions in Ontario schools. In 11th International Conference on Society and

Information Technologies (ICSIT 2020).

The article explores the validity of the restrictions passed by the Ontario authority to

bar learners from having mobile phones in the classroom. Despite the widespread digital

connectivity and the need to share information, the article considers the possibility of mobile

phones distracting learners. The article uses a policy analysis framework to justify the

position of the Ontario Education Minister, who posits that there is high probability that

learners would be distracted by social media when they should be focusing on classroom

activities. The article is crucial in the discussion because it provides a balanced approach on

when cellphones can be used, which allows a guided approach to the use of digital

technology. This coincides with the papers proposition that mobile phones should only be

used in K-12 schools to support the curriculum.

Smale, W. T., Hutcheson, R., & Russo, C. J. (2021). Cell phones, student rights, and school

safety: Finding the right balance. Canadian Journal of Educational Administration

and Policy, (195), 49-64. https://doi.org/10.7202/1075672ar

The article explores the negative consequences of allowing learners to bring mobile

phones to school. Using a literature review of multiple sources, the authors conclude that

mobile phones in schools increase the risk of cyberbullying, sexting, and academic

dishonesty. In the longterm, the implications would lead to mental health problems that can

be effectively averted. The article informs the papers thesis that mobile phones distract

learners when their use is not regulated.

References

Beneito, P., & Vicente-Chirivella, O. (2020). Banning mobile phones at schools: Effects on

bullying and academic performance. Discussion Papers in Economic Behaviour, 1-21.

Gammon, K. L. (2021). Use of Cellphones in High School English Classes (Doctoral

dissertation, University of Georgia).

Nikolopoulou, K. (2020). Secondary education teachers’ perceptions of mobile phone and

tablet use in classrooms: benefits, constraints and concerns. Journal of Computers in

Education, 7(2), 257-275. https://link.springer.com/article/10.1007/s40692-020-

00156-7

Robertson, L., Muirhead, B., & Corrigan, L. (2020, March). ‘Don’t answer that!’-cell phone

restrictions in Ontario schools. In 11th International Conference on Society and

Information Technologies (ICSIT 2020).

Smale, W. T., Hutcheson, R., & Russo, C. J. (2021). Cell phones, student rights, and school

safety: Finding the right balance. Canadian Journal of Educational Administration

and Policy, (195), 49-64. https://doi.org/10.7202/1075672ar