Posted: April 24th, 2025

English Homework4

Peer Editing Worksheet: Argumentation Answer *all* of the following questions for credit and provide examples.  

Please answer the following questions base on the attached document. A full Detail paragraph for each question with references if necessary and cite work. Please include the example on #8

I will submit questions once bid is accepted. This system not allowing me to include the 10 questions.

2

Cell Phones Usage in School

The complexity of whether cell phones should be allowed in a classroom possesses arguments of both yay and nay. From Flintstone to The Cosby Show, from the Brady Bunch to ICarly, the age of adolescents has developed. Long gone are the days of outside play and adventure, less kids are reading books, riding bikes, and developing social skills with the neighbor’s kids, or getting a taste of economical ethics. Adolescents are now more interested in what is going on without adventure, discovery, development, and more into the availability and convenience into that of the digital world.

If there are clearer guidelines to minimize distractions and assurance of equitable access, the bias lies on whether cell phones should be allowed in the classroom as an educational tool or safety measure.

Some parents consider cell phones a significant enhancement to learning because it provides access to a wide range of digital resources and educational apps as reviewed by David Buckingham in
Beyond Technology: Children’s Learning in the Age of Digital Culture. Cell phones provide an instant access to the Internet allowing students to research information and stay updated with the latest developments in various fields, such as E-books and online libraries. There are educational apps that offer interactive lessons, quizzes, and games that make learning more engaging and fun such as Duolingo or Khan Academy. The benefits of the personalized learning that tailors’ content to the individual’s need such as the learner’s pace and style are becoming more popular. The new study session is no longer at a friend’s home or meeting at the library or staying after school; now you can collaborate with Google Classroom or Microsoft Teams for example for group projects that allow the students to engage remotely. There are platforms that offer auditory learners the access for on-the-go, making it easier for a person to commute. Parents and students are able enjoy the video games and tutorials that were created, providing interaction with the parent and child that isn’t as stressful as sitting at the table, creates core memories as they learn together since even the way subjects were taught have been modified. There are built in calendars, trackers for assignments, exams, and deadlines which are beneficial to time management. AR and VR apps have created immersive learning experiences such as virtual field trips or 3D models of a historical site or interactive science experiments, there are translation apps making it easier to learn languages and communicate in multilingual environments. There are voice recording apps that are beneficial for the student who can’t remember what the teacher has said or may needs further instruction, or perhaps, is a poor note taker. Cell phones can transform traditional learning environments making education more accessible, interactive, and effective by leveraging these capabilities, however, it is very imperative that the student uses them responsibly to avoid distractions and ensure that they complement rather than replace traditional learning methods.

On the other hand, cell phones should not be allowed in the classroom due to the potential to cause distractions, facilitate academic dishonesty, and exacerbate social issues. The student who is receiving constant notifications from social media platforms and messaging apps may experience interruption with concentration. The urge to check updates or respond to messages can break the flow of study, leading to decreased productivity and fragmented attention. Students may often find themselves in attempt to multitask by using their phones while studying or attending classes, which apparently divides attention and reduces the quality of learning, as the brain struggles to process multiple streams of information simultaneously, leading to a superficial understanding and retention. Having the access to games, videos, and other entertainment content with cell phones can lead to these tempting distractions. The temptation of these distractions may lead to procrastination. As suggested in
As Mental Health Worries Grow, More School Districts are banning Cellphones, frequent alerts in app updates and the fear of missing out may lead to mental distractions, even if the student does not immediately check their phone, the anticipation of the incoming notification may be seen as a problem. Excessive cell phone use, especially before bedtime, may interfere with their sleep patterns due to the blue light exposure or mental stimulation. Poor sleep quality can lead to reduced attention spans and cognitive functioning throughout the day. Being aware of potential distractions and implementing strategies to manage them, students can enhance their ability to concentrate and succeed academically.

To mitigate these distractions, students can adopt several strategies: set boundaries, establish specific times for checking phones and stick to them. There is a feature on most phones known as the “do not disturb” button that can be used to minimize interruptions. Create a designated study space free from electronic devices to help maintain focuses. Utilize apps that are designed to block distracting websites and notifications during that study period. Engage in mindfulness exercises to improve concentration and resist the urge to check the phone as frequently. One may also limit phone use before bed to ensure better sleep quality which supports improved focus and attention during the day.

Cell phones play a tremendous role in ensuring student safety and facilitating communication with parents or guardians. In case of an emergency students can quickly contact emergency services, for example 911, or to reach out to parents, guardians, or school authorities. This immediate access can be crucial in situations like accidents, health issues, or security threats. Many cell phones come equipped with GPS technology allowing parents to track their child’s location in real time, providing a peace of mind for the parent ensuring the student’s whereabouts. There are available safety apps on cellular devices such as virtual escorts or panic buttons or designated contacts if the user feels threatened. Schools often use alert apps to inform students and parents about urgent matters such as weather updates, lockdowns, or other critical information. For students with medical conditions, cell phones can be used to monitor health metrics and send alerts if there are any concerning changes, this also alerts the parent and health care provider immediately if intervention is needed. Busy family schedules often require coordination and cell phones make it easier to manage pickup times, extracurricular activities, and other logistics. Parents can communicate with their children about homework, upcoming tests, and school projects, and stay in touch with teachers along with school administration through e-mail or school apps. Beyond the scope of safety and logistics, cell phones help maintain emotional bonds by enabling students to share experiences, achievements and concerns with their parents. In situations where remote learning is necessary, cell phones can serve as a tool for accessing educational resources, participating in virtual classes, and communicating with teachers and classmates.

According to a recent article, “Legislation to ban phones in schools has been proposed or passed in many cities and states. Most schools have already place policies prohibiting them from non-academic use or according to the National Center for Education Statistics.” (CNN 3) Children ranging from “11- to 17-year-olds use their phones during school time”, according to the 2023 Common Sense Media Study.” (Alaimo 15) The article also states that when the student is checking their apps in their free time at school, that they are mostly preoccupied and less likely to engage with other peers. Some parents suggest that having a phone on person does not implicate safety. Take crossways for instance, it is noted that some students walk out of the school with their heads down, into their phones causing any emergent situation such as walking into people or traffic. “Similarly, while many parents wish they could reach their children in the unthinkable event of a school shooting, kids will be safer if they remain quiet and focused on the instructions received from school administrators and law enforcement.” (Alaimo 98) Which school shootings seemed to be a concern of an anonymous parent. (Jolly) Nonprofit studies that combats child abuse have revealed that most of the youth stated they have experienced online situations that have been possibly harmful or had online sexual experiences with someone they thought was potentially an adult. (Alaimo)

Unequal access to technology among students places disparities that can have significant implications on educational outcomes and future opportunities such as educational achievement gaps; students without adequate access to technology may struggle to complete assignments, conduct research, or participate in digital learning activities, leading to lower academic performance compared to their peers. A lack of access can hinder the development of essential digital skills, which are increasingly important in both higher education and the workforce. Unequal access can perpetuate existing socioeconomic disparities as students from disadvantaged backgrounds may miss out on opportunities for advanced learning and skill development.

Yet and still, reduced access to cell phones can decrease the risk of sharing personal information online thereby enhancing privacy and safety. Adolescents may possibly explore other interests in hobbies again such as reading, sports, or art, when they are not preoccupied with their phones. Because cell phones are an addictive source, limiting access can help prevent this addiction.

In conclusion, when used appropriately, with resources already given, in the classroom cell phones can significantly enhance student engagement and motivation through various means. Cell phones can be used to access these educational apps that provide gamified learning experiences that can increase student interest and participation. This can help them conduct research, find supplementary materials, and clarify doubts instantly, making learning more dynamic and self-directed. Cell phones facilitate an easier communication and collaboration amongst other students. Educators can leverage social media platforms to create class groups, share educational content, and encourage discussions period thus making learning easier and more engaging by connecting it with platforms students are already familiar with and enjoy using. Schools can invest in infrastructure to provide reliable Internet access and devices to all students. Implementing programs that lend laptops, tablets, or other necessary devices to students who lack them at home can help bridge the gap. A partnership with the local governments and businesses can expand this broadband access. Training teachers to integrate technology effectively into their teaching practices ensures that all students benefit from digital tools. Since cell phones come equipped with various tools like cameras, video editors, and drawing apps that can be used for creative assignments, it can also encourage the student to create digital content that can boost their creativity and make learning more enjoyable. For the students with disabilities cell phones can provide accessibility such as text-to-speech, speech-to-text, and screen readers, ensuring that all students can participate fully in classroom activities.

Citations

Alaimo, Kara. Don’t Allow Your Kids to Bring Their Phones to School.”
CNN Commentary, 02 Sept.2024. ProQuest; SIRS Issues Researcher,

http://explore.proquest.com/sirsissuesresearcher/document/3106196210?acconuti65408

Jolly, Jennifer. “Parents Push Back on Smartphone Bans.”
USA TODAY, 29 Aug. 2024. ProQuest; SIRS Issues Researcher,

http://explore.proquest.com/sirsissuesresearcher/document/3100315796?accountid=65408

Buckingham, David. Beyond Technology: Children’s Learning in the Age of Digital Culture. Polity Press, 2013.