The Benefits of Using Cell Phones in Schools

Cell phones continue to grow in number across the United States and world. A world-wide phenomenon of owning and using a cell phone has now even permeated itself into the public education system. Today, almost all students in the classroom will have a cell phone and will be able to use it successfully. Moreover, these cell phones will have the capacity to do more than even the computers in the classroom are capable of doing. Cell phones today can send instant messages, receive and send calls, update web pages and even find directions to a location via satellite. While many of these tasks can also be done on the computer, a cell phone is smaller, easier to use and does not require the time to set up and program like a computer does. Cell phones today can be used in the classroom and will serve a multitude of benefits that computers and teachers alone cannot provide to students. Cell phones are cheaper than computers, especially since many students can provide their own cell phone. They are also easier to set up and use and can be obtained more quickly than a computer. Additionally, cell phones are ready whenever and are more transportable than computers. Cell phones can be used anywhere at any time and can get speedy information to students. With all of these benefits, it is a wonder that many schools have attempted to ban cell phones from use during the school day. Cell phones can be used and integrated in the classroom to create a more holistic, inclusive and engaging learning environment.

History
Twenty or even ten years ago, cell phone usage in the classroom would not have even been a topic of debate or consideration. Computers were the new design in technology and were not even predominately used in classrooms. Over the last twenty years, it has become almost necessary for students to have access to a computer to complete assignments and engage in their learning from class. This trend continued to progress with the invention and adoption of the internet in schools. Students today are more likely to get their research and foundational information from a computer and the internet than from a library. However, computers themselves are becoming less and less popular among school-aged students as cell phones become more complicated in their technological capacities. Cell phones today can do as much and even more, in some cases, than the home or school computer can. More importantly, cell phones are more popular among school-aged students than computers. According to a 2008 study by O. Khariff of BusinessWeek Online, 71% of teenagers in America own a cell phone while only 59% own a computer (p. 1). This information was further verified in a survey by A. Lenhart (2009) which stated that 71% of teens ages 12-17 own a cell phone (p. 6). Cell phones are also becoming more prevalent in elementary and middle schools. According to a 2005 study by The Communicator, “over 200,000 students aged 5 to 9 carry cell phones while over seven million aged 10 to 14 have a cell phone” (p. 52). Why then would teacher be reluctant to use cell phones in their classroom when research alone shows that students are more likely to have a cell phone than a computer? Students can use the cell phones they have to complete research and find answers to questions they have about an assignment.

Of added importance to teachers and school officials is the fact that many parents also own cell phones. In a survey by A. Lenhart (2009), 88% of parents were found to own cell phones (p. 18). School administrators know that parents play a crucial role in their child’s education. However, with many parents, it is difficult to make contacts with the schools. Cell phones can help more parents get connected to their child’s school. Updates about the student can be sent to the parents’ cell phone. Additionally, cell phones can be used as another way of keeping contact with the parents. Teachers can send mass text messages letting parents know about upcoming deadlines or assignments. Cell phones could greatly improve the contact teachers and school administrators have with parents.

In addition to cell phones becoming more common with students than computers, cell phones are gaining encouragement in schools. While it is true that many schools are banning cell phone use during the school day, others are encouraging or even requiring students to use their phones during school. According to A.F. Thurnau (2009), U.S. Secretary of Education, Arne Duncan, has even stated that he believes, “that kindergarten through grade 12 education needs to integrate cell phones into its classrooms,” (p. 28). As mentioned before, twenty or so years ago, this would not have even crossed the consciousness of many people. However, as technology continues to progress, the educational system should begin considering implementing new technologies as well. These technologies can be used to create fun, engaging and more interactive learning environments while teaching students how to use these fundamental tools. Many years ago, students did not need to know how to use a cell phone, computer, printer or the internet to get a good job upon completing high school or college. Today, these skills are a must. If the education system truly wants to graduate successful and capable students, these technologies should be mandatory in the classroom. Schools can begin by implementing and using cell phones more frequently during lessons.


Current Research
Cell phones have been tolerated, for the most part, in schools as long as they are out of sight and turned off for the duration of the school day. Some schools even go as far as punishing students for using them in school. However, a new wave of teachers is coming into education. A wave of teacher who have ideas on how these obnoxious tools can be used to help learning. According to a recent article by T. Freedman (2006), “almost all cell phones now have note-taking and calendar features, so there is no excuse for students forgetting their homework assignments,” (p. 1). He goes on to mention that cell phones also have calculators and SMS features that can be used in math classes and to contact teachers and parents. The King Edward VII School in England uses cell phones to address the topic of truancy. The school uses the text messaging system of cell phones to send parents a text when their student is absent. The system keeps sending the message until parents respond (p. 1). Features like these are in their infancy, but as cell phone technology improves, the capabilities of cell phones for education will improve as well.

Additionally, a 2006 report by the Association for Career and Technical Education, cited that “for a school with a limited number of digital cameras and limited Internet access in classrooms, cell phones can help fill in the gaps, serving almost as mobile computers,” (p. 3). Schools like this one exist all over the United States and pose real problems for local communities trying to give their students the best education possible. If there are too few computers or unreliable Internet access, the students will not have the same educational opportunities as students going to richer districts. However, if the students come to class with a cell phone, that cell phone can be used to do many of the same tasks that the computer or Internet was doing, only faster and with less hassle. Schools will be providing students with a better and more complete education, while teaching them how to use modern technology that will be necessary for them to use in the workforce, and the school will save money. Cell phones seem to be the answer to many schools’ budget problems.

In a 2007 newspaper article about the banning of cell phones in New York City schools, P. Thompson states, “Teachers have argued that cell phones only distract the class, making it difficult for them to teach. Some students agree,” (p. 3). While some teachers, and even some students, argue that cell phones are a major distraction in the classroom, there is clear evidence to prove otherwise. Many of these teachers and students are trying to fight the progression of cell phones. It is proven that teachers who try to combat and fight cell phones have more difficulty with them. However, teachers who embrace that the majority of their students have cell phones and will want to use them, incorporate cell phones into the instruction. These teachers do not find cell phones distracting, but find them engaging to students.

Conclusion
According to a 2006 report by the Association for Career and Technical Education, “cell phones are not going away anytime soon, and when they do, it will be because they have been replaced by some new technology with its own benefits and drawbacks,” (p. 3). This statement sums up the fact that teachers, administrators and school officials should promote cell phone usage in schools. Instead of trying to fight the overwhelming number of students that own cell phones, these school officials should be teaching students how to properly use their cell phones while implementing them into instruction to make lessons more engaging and meaningful for all students. Cell phones pose solutions to budget cuts, student engagement and access to technology.

References
Cell phones in the classroom. (2006). Association for Career & Technical Education,
November/December, 8-9.

Communicator. (2005). Cell phones and PDA’s hit K-6. National Association of
Elementary School Principals, 28, 52-53.

Freedman, T. (2006). Class, open your phones – mobile phones have the potential to be must-have educational tools. Technology & Learning, 27(2), 1-2).

Kharif, O. (2008). Cell phones make headway in education. BusinessWeek Online, 1-3.

Lenhart, A. (2009). Teens and social media: An overview. New York Department of Health & Mental Hygiene, 1-21.

Thompson, P. (2007, September 13). Cell phones in school: a necessity or a nuisance? The New York Amsterdam News, pp. 6A.

Thurnau, A. (2009). Leadership + mobile technologies = educational benefits. District Administration, 45(9), 28.