Many schools now face a critical policy question: to choose whether or not to ban cell phones from school grounds as they become more commonplace among children and young adults. Whether for or against allowing cell phones in schools, the issue of appropriate use and its effect on students’ behaviour tend to be at the heart of the debate (Kalungu & Thinguri, 2017). Teachers debating whether or not to allow students to use cell phones during class should weigh the advantages and disadvantages of doing so. This paper examines the merits of appropriate time for allowing learners to use cellular phones in school.
Merits of letting the students to Use Mobile Phones
A student’s cell phone comes in handy in an emergency because it allows them to call for help immediately. School shootings, house fires, abductions, and other disasters can be instantly reported to the relevant authorities, allowing them to respond fast (Kalungu & Thinguri, 2017). Trying to find a nearby cellphone, dialing out from the university’s telephone system, and finally getting in touch with authorities can take a lot of time if there aren’t cell phones available.
Parental control over their children’s lives is enhanced by allowing students to bring cell phones. This may be necessary for the event of a family emergency or if a student needs to arrange an alternative way of transportation back to their dorm. The same goes for unwell kids who need a ride home or who need a book or project left at home to be brought to school.
The process of enforcing a smartphone ban can be time-consuming and complicated. Trying to document every instance of a pupil violating the restriction is a waste of time that an instructor should be utilizing to teach students instead (Dargay, 2020. Confrontations with parents may ensue if schools confiscate students’ cell phones, resulting in further administrative bottlenecks that could otherwise be avoided. Thus, acceptance is a time-saving alternative to a ban.
Almost all modern smartphones have a GPS receiver that can tell you where you are. These transmitters can be used to track down the owner of a lost phone, even if the phone is typically used for applications or tracking the phone’s location for roaming assessments. Delinquent kids or students who have mysteriously vanished during school hours can use this to their advantage.
Even though they can be a nuisance, they can also be precious in other situations. Most students participate in after-school activities and would need a phone to reach their parents if they do not have one at school (Saptasagar, 2022). The school believes that modifying its policy on smartphone use is a terrible idea because most universities do not allow students to use their phones in education or class. It’s not ideal when students abuse or neglect the privilege of using phones in class. There are always pupils who misbehave in the classroom, but the university must take action against those who flout the rules.
- Using a smartphone, one can get an answer right away. In an open classroom, students may be less likely to seek clarification on an issue they have if they know they can look it up on their smartphones.
- Learning may be stepped up if classrooms are equipped with educational apps. There are a wide variety of instructional apps for students of different ages and abilities. These game-like activities foster a sense of rivalry among your pupils and help them learn new concepts in a more fun and effective manner.
- Smartphones are easy to use even for the youngest of users. As more pupils learn to use them, they’re quickly overtaking other “tools” in the teen toolbox.
Dargay, E. A. (2020). How Does The Use Of Technology In The Classroom Impact The Performance Of Students?
Kalungu, J. M., & Thinguri, R. W. (2017). Critical analysis of the impact of modern technology on student’s social relationships in Kenyan schools. European Journal of Education Studies.
Saptasagar, K. A. (2022). Effects of Digital Technology on Adolescents: Pros and Cons. In Impact and Role of Digital Technologies in Adolescent Lives (pp. 19-25). IGI Global.