The Negative Effects Of Cell Phones In Education

Cell phones have become a growing problem in educational institutions, as they pose a threat to student’s education. The negative impacts they create when used during a lesson are catastrophic. Teachers and professors are now trying to prevent the usage of these devices, as teachers know how harmful they are to a student’s education. However, the debate is whether teachers should be allowed to defer the usage of theses device in the classroom for the sake of the student’s education. Since there is an immense amount of data behind the use of theses device and the damaging effects they have when used during school. As they impact the scholar using them and the students who are surrounding the device as it can emit distractions.
Cell phones have

If you include the ability to use a cell phone in the classroom, the focus of the scholars will diminish catastrophically. Students will immediately start using these devices when they lose interest in the lesson and look at the cell phone as an outlet of distraction. In doing so, they will ignore the lesson and not retain the vital information they will need to identify to thrive in school. This effect can be observed in Michael J. Berry, and Aubrey Westfall’s article, “Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom.” Their research exhibits how using cell phones in the teaching space could decrease a student’s grade, “students who check their phones between seven and eight times per class have a GPA of about a quarter of a point lower than those who report never checking their phone during class” (p. 66). Furthermore, Berry and Westfall’s (2015) data displayed if students look to cell phones every time they lose interest, they could be negatively affected and potentially drop a letter grade. Therefore, cell phones only inhibit a student’s ability to flourish in the

As this method, can be observed in Anita, S. Charles article, “Cell Phones: Rule-Setting, Rule-Breaking, And Relationships In Classrooms.” Many of these policies consist of, “no cell phones during class time; generally, no cell phones during the school day” (p. 5). However, teachers are struggling with controlling the use of cell phones by their students because in several school districts there are uncited areas where the use of cell phones are not discussed in the handbook. As this can become very confusing for teachers who are attempting to enforce theses policies. One prime example of this confusion is in the lunch room because, “[a]t Centreville, Mrs. Andrews and Jamal seemed clear that phones were permitted in the cafeteria, yet Jeffrey alluded to the handbook that claimed otherwise. Lunch activity aligned more with social time than academics, and the rules became fuzzy for students and teachers alike” (p. 7). Although many policies declare that there should be no use of cell phones on school grounds which would include the lunchroom, students constantly abuse that rule. This abuse has become too immunes for teachers to control as students are continually using them not only during lunch but, passing time from classes, and simply anywhere they can. Now teachers are forced to pick their battles when to defer the use