Battling Bans

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Two teachers, Lisa Nielsen and Willyn Webb, have united to coauthor a book, Teaching Generation Text: Using Cell Phones to Enhance Learning. Fighting the ongoing battle of cell phone classroom bans, Webb has integrated cell phone use to enhance her instruction.  She silently pushed the restrictions by adding cell phone activities in her lessons, and quickly found them to be engaging tools for her students.  Her successful implementation eventually won over her principal.

Nielsen’s obstacles are greater in a citywide, school cell phone ban imposed by local government.  Nielsen argues that schools are missing out on the resources available on the web, many of which can bridge the digital divide between the haves and the have-not schools.  She identifies Poll Everywhere as one of those resources that schools can be substituting for expensive clicker response systems.  She also has found administrative uses for cell phones.

This article reminds us that teachers are looking for innovative and creative ways to provide instruction daily.  Cell phones are a practical means to achieve that goal.  Allowing teachers to incorporate them in lessons provides another way to increase student achievement and empower teachers.

 

  • countrygirl6470
  • countrygirl6470

    I think using cell phones in the classroom would be very helpful for the students since technology is changing. This will help them by having the cell phones on hand when answer questions, doing research, and I like how the teacher would send text messages so they knew what was due and the homework assignments. Good Idea. I wish I had cell phones in the classroom when I was school.

  • Christina Murakami

    There is so much potential with these mini computers and getting them out of the backpacks and into students’ hands would be a great thing!

  • roseweb

    I guess I’m just old fashioned, but phones do not have a place in the classroom. If absolutely necessary for a classwide project and UNLESS every student is provided the SAME model and the use is strictly monitored by the teacher/administration, there are other tools to put to use to enhance learning.Students that do not have the means to pay for their own phone, or the parents do not have the means either: where does this leave them? In the article it states that students that do not have a cell phone can easily share. Really? Has anyone actually taken a cell phone out of a teens hands for more than 5 minutes? It’s as if the phone is their oxygen and when it’s been disconnected from their grasp they stop breathing.When every school provides the students with a cell phone or comprable tool, then perhaps I will agree and jump on board, but not until then.

  • Christina Murakami

    roseweb, You raise some important issues many of the same that districts raise to restrict cell phone use. Equity is a concern, as well as proper monitoring. I have experienced each of these concerns personally in my classroom. In a class of approximately 23 students, I prepared a lesson incorporating cell phone use. There were two students who did not have a cell phone and another three who did not have an unlimited text-messaging plan – text messaging was required for the lesson. (This tally was quickly garnered by a quick, private survey of every student). I then created groups of three, appointed one cell user per group, and began the lesson. Students worked collaboratively to respond to review questions using Poll Everywhere. Never has a review been so enthusiastically received as was with this lesson. Students couldn’t’ t wait for the next question and 15 minutes into class, they were asking when we would use Poll Everywhere again. My initial concern was for those students who told me they did not have a cell phone; I wondered how they would work with their group and engage with the lesson. I can say that all students were engaged, and within seconds, the issue of equity was inconsequential. All students were participating in providing their input on their group’s answers and then eagerly watched for their group’s response to show on the screen. There was discussion, debate, and most importantly, learning. My principal questioned me on both the concerns of equity and monitoring before allowing the lesson. Although I was able to assure him that no student would feel singled-out for not having a phone, as well as assuring him that students would be monitored, he continued to be reluctant but granted me permission because despite his administrative concerns, I believe he is personally committed to 21st century instruction.Cell phone use in the classroom takes planning. As you indicate in your post, students are tied to their phones, and if educators can find a proper purpose and time for them, they can be powerful tools.Thanks for your post! Discussion yields reflection and reexamining of one’s position or beliefs. You remind me that cell phone use in the classroom is a controversial issue, as well as a continuing and growing challenge for districts to confront.

  • xxrishabeanxx

    In response to this blog, I definitely agree with the work these reasearchers are investing in this topic. Being from a “texting generation,” I can see how we can relate to students better via their phones. I believe students are more likely to pay attention in class as well. This could mean an increase in their grades and positive reinforcement to their self esteem. More often than not, students feel teachers are out to get them. If we can show them that teachers could relate to their technological influence, teachers are more likely to get through to them.