Cell phones can be termed as a crucial part of our livelihood today. Be it at home, at work place or even in school system, having a cell phone is inevitable. It is very important for schools and all learning institutions to allow learners to possess cell phones while in schools. Students also should be allowed to present their views as to why they should have smartphones in the classroom. Therefore, it is very important to listen to students views on why they should or should not be allowed to possess cell phones in schools since its an inevitable situation.
Smartphones in schools and classrooms is an idea that the school system and curriculum cannot ignore anymore. Thus, there is a reason for all stakeholders in education system need to come into terms that its an inevitable situation thus the need for consultation. According to Allida (2018) we cannot be ignorant of the fact that technology and mostly the availability of smartphones has penetrated every space of life, including the classroom. Teachers, parents and students are in full possession of these gadgets, which makes it impossible not to allow their usage in classroom. Teachers are using cell phones to support their research in classes and it makes it even easier when the students are in possession of them. Therefore, there is no reason to ban cell phones when they can assist both the educators and the learners.
The technology that the smartphone presents will help to improve the learner’s problem-solving skills. There is a wide range of applications and video learning platform that the smartphone users can use to learn new techniques and thus advance their knowledge and skills. One of the best-known technologies presented by application of smartphones for learners is Smart Personal Assistants (SPAs) such as google assistance. As Winkler et al. (2021) argues, there is a huge deficit of educators to learner’s ration which makes thus the scarcity of interactions to offer individual support. This is where the use of SPAs becomes crucial to help the students in improving their problem-solving skills. Trainers can as well create video platforms that can help bridge the personal gap between trainers and the learners.
There is an argument that the presence of cell phones in classroom might affect how students concentrate in classroom and the distractions that comes along with their usage. More so, parents argue that the use of smartphones might expose learners to unwanted applications and internet content that might not be suitable for them (Hadad et al., 2020). There is a good reason as to why parents, students and educators need to have a discussion on possession of smartphones. Students ought to express their feelings on why and why not they should be allowed to possess smartphones in classroom. Despite all the negatives that might scare the parents about usage of technology it is important to integrate technology in learning environment.
By conclusion it is important to have a conversation with learners and listen to their views on why they are for or against the usage of smartphones in classroom. Technology is as good when used positively and at the rate in which the world is progressing the schools too cannot be left behind. School stakeholders cannot ignore the inevitability of cellphones presence in classrooms as well as their importance. Thus, the need to embrace smartphones in the classroom while addressing the concerns that comes along with them.
Allida, V., & Dhliwayo, A. (2018). Integrating technology with pedagogy in the classroom through the smart phone: a content analysis. Baraton Interdisciplinary Research Journal, 8, 1-7.
Hadad, S., Meishar-Tal, H., & Blau, I. (2020). The parents’ tale: Why parents resist the educational use of smartphones at schools?. Computers & Education, 157, 103984. Web.
Winkler, R., Söllner, M., & Leimeister, J. (2021). Enhancing problem-solving skills with smart personal assistant technology. Computers & Education, 165, 104148. Web.