By Opening the Door to Cell Phones, Ar

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TEACHERS AND THEIR

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CLASSROOM MANAGEMENT

! JUNE 20, 2016 10:55AM

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By Opening the Door

to Cell Phones, Are
Schools Also Feeding
an Addiction?
BY TIM WALKER
When the Glendale Unied School
District loosened cell phone use
restrictions a few years ago, Chris Davis
welcomed the change for two reasons.
First, as a history and journalism
teacher at Clark Magnet School, he
looked forward to not spending an
inordinate amount of his time chasing
down wayward students with their
ever-present smartphones.

If the school tried to impose a ban,

thats how I would spend my day. What
a waste of time and energy, Davis
says.

But Davis recognizes mobile devices as

more than what some consider the
new chewing guma nuisance more
than an oense and one very dicult
to enforce. He believes that as long as
each of his students has access to a cell
phone, and the parameters around
their use are clearly dened, the
classroom rewards outweigh the risks
of a more open policy.

Sure, some students in other schools

spend class time staring at their
devices, texting, sharing,
communicating through sites like
Snapchatgenerally presenting an
ongoing classroom management
provocation. But these are not major
issues with Davis students.
Accommodating cell phones in the
classroom, he believes, doesnt amount
to a deal with the devil.

Clark Magnet has a science and

technology focus, which makes it
ideally suited for a wider use of
smartphone applications. But even in
Davis history and journalism class, he
encourages students to use the devices
for oral histories. When using Google
Docs/Drive, Davis nds that some
students nd typing and editing on a
smartphone easier than the relatively
bulky Chromebooks they also have
access to in class.

All the teachers are aware of the

classroom management challenges,
but its just a more realistic approach.
When used carefully and with
limitations, it is a very useful learning
tool.
Before New York City lifted its ban on cell phones in
schools, many students had to pay a dollar to check
their devices at a van before school. (AP
Photo/Richard Drew)

Realistic. This is how many teachers

describe their acceptance, if not
embrace, of how the hyper-connected,
media-saturated world of their
students has gained a foothold in their
classrooms. George Summerhill, a
middle school teacher in Reno, Nev.,
calls it the new reality, one that he
concedes he is ambivalent about. But
Summerhill also doesnt want to be
trapped in what he views as myopic
thinking about the looming dangers of
classroom technology. Now in his 12th
year of teaching at Cold Springs Middle
School, Summerhill made adjustments,
started small, and so far likes what he
sees. He may sound a little resigned,
but cell phones arent going away so
why not use them? he asks. Lets turn
it into a learning device and maybe
eventually teens will see it more than
just a device for entertainment.

Julie Fleck, a science teacher at Mandan

High School in North Dakota, doesnt
see that evolution in her own students
and believes the pedagogical rewards
of cell phones in the classroom may be
overhyped.

Critical and creative thinking are key,

and these devices in my opinion dont
really serve that goal, says Fleck.
Still, according to a 2013 study by the
Pew Research Centers Internet and
American Life Project, 73 percent of
middle and high school classroom
teachers use cell phones in their
classroom instructiona number that
has likely increased over the past three
years. So while its indisputable that
educators comfort level and familiarity
with these devices has increased, its
probably unwise to confuse their use
with unbridled enthusiasm. Of those
educators who integrate mobile
devices in their instruction, many are
keen to do so, but others fall into the
grudging acceptance camp or
somewhere in between.

Regardless of the level of enthusiasm

(or complete lack of), the jury is still out
about the long-term ramications of, to
use another popular platitude,
meeting students where they are.
Even George Summerhill cant help but
wonder, Im not really sure what kind
of Pandoras Box weve opened up.

Too Late to Turn Back?

While open cell phone policies are not

the norm for most schools, the stigma
around the devices has faded. More
than 70 percent of school districts have
taken their cell phones bans o the
books (the most notable being New
York Citythe nations second largest
school district, which did so in 2015.)
This has resulted in a hodegpodge of
guideline and rules. The decision about
how to proceedhowever cautiously
is often left up to individual teachers.

The rollback of cell phones bans, says

Liz Kolb of the University of Michigan,
has been driven to a large degree by
parentsbut not because they are
clamoring for the devices to be used in
classroom instruction.

According
to the Pew Unlike other
Center, technologies, there is
some 88 something very specic
percent of about smartphones. It
teens ages represents a life
13 to 17 connected to
have or entertainment, social
have media, gaming, and
access to a incessant texting Dr.
mobile Richard Freed
phone,
and a 73
percent have smartphones.

Students already had the devices and

parents want to be able to connect
with their children throughout the
school day, thus some have pushed for
a more inclusive policy, explains Kolb.
Since students had the devices,
schools began to think of ways they
could utilize them in ways that made
sense for classroom learning, rather
than just seeing them as a distraction.

Accordingly, many schools have

adopted Bring Your Own Device
(BYOD) policies that allow students to
use their own cellphones in class under
strict guidelines.

While some teachers do bemoan

BYOD policies, many have also
embraced it, and looked for ways that
the cell phones enhance and extend
their learning goals in ways that they
could not have done with traditional
tools, Kolb adds.

Steve Gardiner, a social studies teacher

at Billings Senior High School in
Billings, MT understands that in the
hands of a well-trained rst-rate
teacher mobile technology has
potentialin theory. The reality on the
ground, he believes, is quite dierent.

Its just too tempting for a student.

Once that phone is brought out, most
cant resist texting a friend or begin
playing a game right in the middle of a
lesson, Gardiner says. In all my years
of teaching, cell phones have been by
far the most distracting presence.

Cell Phones in the

Classroom:
Understanding the
Long-Term
Consequences

Gardiner, the 2008 Montana Teacher of

the Year, doesnt necessarily doubt that
mobile devices in the classroom foster
greater student engagement, but
does engagement automatically lead to
learning? I think these devices
fragment students thinking, he says.

And what does the research say about

learning? Whats available, which isnt
an abundance, presents a murky
picture. A 2014 study by Stanford
University found positive eects for
digital learning on lower-achieving
students but didnt specically focus on
smartphones. On the other hand, a
study released in May 2016 by the
London School of Economics looked at
91 schools in four U.K. cites and found
that the schools that banned cell
phones had higher test scores
particularly among low-achieving
students.

Steve Gardiner

The debate over cell phones in school,

however, extends beyond the
parameters of pedagogical
appropriateness and classroom
management. Concerns about cell
phones in the classroom are also
grounded in what we know about
teenage brains, including the inability
to concentrate while multitasking and
possibly long-term eects on overall
health.

Dr. Richard Freed, a a child and

adolescent psychologist says it is past
time to start calling teenagers
attachments to these devicesor more
accurately their applicationswhat it
is: addiction.

Unlike other technologies, there is

something very specic about
smartphones. It represents a life
connected to entertainment, social
media, gaming, and incessant texting,
Freed says. A 2016 survey from
Common Sense Media, involving 1,240
interviews with parents and their 12- to
18-year-old children, revealed that 50
percent of teens do feel addicted to
their mobile devices.
Weve had to psychiatrically
hospitalize kids when parents try to set
limits on phones or take them away.
Police are sometimes called. Teachers
are confronting the same thing in
schools every day, says Freed.

As the conversation broadens to

incorporate issues like brain
development and addiction, nding
that middle ground on cell phones in
the classroom could be even more
elusive. Can we adapt our classrooms
to the connected world of students
while avoiding the consequences that
have yet to be fully identied and
understood?

Theres no doubt many educators are

successfully integrating cell phones in
their instruction and doing so in
moderation, but Steve Gardiner
wonders if were just feeding the beast.
Addiction is a strong word, but I think
its accurate, Gardiner says. I know
how much time Ive spent dealing with
cell phones. When I think about the
accumulative eect in classrooms
across the nation the time lost we
should be spending on instruction and
building student relationships, I realize
how much this one problem has cost
us.

POSTED IN
Teachers and Their Classrooms:
Classroom Management,
Technology in the Classroom

POST TAGS: cell phones in school,

cell phones in the classroom, Liz
Kolb cell phones in school, richard
freed cell phones, steve gardiner,
teen cell phone addiction
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