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Current technology is developing the aspect of education through the use of personal digital gadgets such as cell phones. The usage of telephones in the classroom has positive and negative impacts though the advantages greatly outweigh the disadvantages. Research and empirical studies have established that both teachers and students can use mobile phones to flourish the learning process as it simplifies the teaching process for the lecturers and clarifies the studying procedure for the learners. Therefore, the usage of cell phones in classrooms should be permitted because phones in study rooms; are inevitable, teach digital literacy, improve communication, provide supplementary learning materials, and increase flexibility, convenience, and organization.
Mobile phones in classrooms are unavoidable. Scholars have reported a continuously evolving and changing environment in the field of education through electronic devices like computers and cell phones (Jones et al. 390). For instance, teachers initially perceived calculators as unnecessary in lecture rooms. Eventually, they found that calculators are very efficient and crucial tools for solving mathematical problems. Recently, some teachers have used mobile phones to show live video presentations from YouTube channels to give the students a clear picture of the diagrams in their minds. Generally, using cell phones in classrooms is relevant and beneficial to teachers and students; hence they cannot avoid it.
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Write my essayCell phones in lecture rooms instruct digital literacy to the students. Nowadays, most children are brought up in environments enclosed with laptops and mobile phones, making them adaptive to the devices. Digital literacy enables the learners to discover excellent sources, extensively comprehend authorship regulations, and assess the reliability of internet content as it links with the given tasks hence acquiring more information. Also, it involves the students' intellectual capabilities, inquiring them to make decisions critically in their activities and social involvement on current platforms. Furthermore, the students acquire digital literacy skills such as adjusting to current technologies and familiarizing themselves with terminologies and regular online platforms. The tools used in digital literacy give the learners access to individual studying, enabling the students to handle diverse projects simultaneously. Educating pupils to apply digital literacy devices productively builds a world of innovations and inventions (Jones et al. 6).
Utilizing cell phones in study rooms improves communication between teachers and students. Mobile phones are significant in classrooms, especially when the number of learners is vast in one lecture room. If the class size is large, lecturers have little attentiveness and time to devote to all students, and consequently, physical participation in the class and the learner's engagement decrease. Cell phones are used in classrooms with many pupils to facilitate effective communication between students and teachers. Moreover, conducting online discussion meetings allows lecturers to teach and acquire students' responses through mobile phone apps and created links. Lecturers can also identify how each student has grasped content on a specific topic and can check students' attendance and give grades for assignments and exams within a short time, saving time for other class activities. Ultimately, utilizing cell phones in classrooms leads to effective communication between the lecturers and the learners.
The use of digital telephones provides supplementary learning materials, mainly through YouTube channels and websites. Many people frequently upload videos on YouTube on which the teachers can use the relevant and vital information from the videos to teach the students in the study halls. For example, in addition to talking to the students and writing on typical boards, the teacher can allow the learners to watch videos related to the current topic from their cellphones. As a result, the auditory and visual students will be better involved. Learners can also visit several websites and gather more information concerning the taught lesson from mobile phones. The students can also read ahead of the teacher since they can access all the content required from their cell phones. Mobile phone usage as a supplementary learning material improves students' performance and increases productivity as the students can communicate directly with the teachers.
Cell phones should be permitted in the classroom because they expand the classwork's satisfaction, flexibility, and organization (Redner et al. 4). Mobile telephones prevent students from carrying many textbooks and notes since all the information is accessed from smartphones anywhere. Besides, smartphone planner apps enable learners to study several time management methods and arrange class work orderly. For example, the remind app aids learners in putting their homework in an organized mode and notifies the students of the approaching due date. This app motivates more students to do the assignments and tasks given in the classrooms. Students can also conduct quick research and get immediate responses from their cell phones anytime, improving morale in their studies. Using cell phones in classrooms helps students revise and review effectively, which is more accessible than relying on textbooks and notes. Students feel more comfortable using their cell phones, which are always available, compared to using school computers with limited time (Stachowski et al. 11).
In conclusion, technology has advanced the education system through devices like cell phones. It has benefited the students and teachers in tackling the classwork. Also, it has led to various positive and negative impacts, but the positive effects outweigh the negative ones. Digital telephones should be allowed to be used in classrooms because they; are inevitable, teach digital literacy, improve communication, provide supplementary learning materials, and increase flexibility, convenience, and organization. All these reasons facilitate an increase in productivity and improvement in the student's performance.
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- Jones, Megan E., R. Allan Allday, and Ashante Givens. "Reducing adolescent cell phone usage using an interdependent group contingency." Journal of Applied Behavior Analysis 52.2 (2019): 386-393.
- Jones, Shannise B., Mara S. Aruguete, and Rachel Gretlein. "Cell phone use policies in the college classroom: Do they work?." Transactions of the Missouri Academy of Science 48.2020 (2020): 5-9.
- Redner, Ryan, Lauren M. Lang, and Ken P. Brandt. "Evaluation of an electronics intervention on electronics use in a college classroom." Behavior Analysis: Research and Practice 20.1 (2020): 4.
- Stachowski, Alicia A., Kathryn L. Hamilton, and Andrea M. Bertram. "Exploring student and faculty reactions to smartphone policies in the classroom." International Journal for the Scholarship of Teaching and Learning 14.1 (2020): 11.
