About this sample
About this sample
Words: 650 |
4 min read
Published: Feb 12, 2024
Words: 650|Page: 1|4 min read
Although limitations should be in place to prevent unnecessary use of mobile phones, a 48-hour ban is not a healthy or effective solution. While prohibiting phones in the classroom may encourage students to focus on their studies and pay attention, the negative consequences outweigh the benefits. Many schools have adopted this rule, but it is important to consider the varied opinions on the use of mobile phones in educational institutions. Some schools restrict phone use to specific areas within the building, while others completely ban their use. However, it is evident that phones in schools can be both beneficial and detrimental.
The use of mobile phones by students in educational institutions is widespread and the impact of their use varies significantly (Selwyn 12). While some schools have implemented bans on mobile phone use, it is inevitable that phones will still be found in schools and will be used for a variety of purposes. Prohibiting the use of cell phones in schools can have negative consequences, as these devices serve as a means of communication between students and their parents or guardians. Students often need to contact their parents for various reasons, such as when they forget something at home or require assistance in emergencies. During unprecedented times like the current pandemic, it is crucial for parents to be able to get in touch with their children quickly. Cell phones offer a sense of security and allow students to contact authorities or medical facilities in case of emergencies. Additionally, parents have concerns about their children's safety after school hours, making it important for them to be able to communicate with their children immediately after school.
Educators and experts emphasize the importance of teaching students how to use cell phones responsibly. Many school principals believe that students should be taught how to effectively use mobile phones as a life skill and educational tool. Rather than completely banning the devices, schools can implement policies that require students to turn off their phones during class or study time and only use them when necessary. This approach aims to provide students with a safe environment to practice self-control over their phone use before entering adulthood.
Furthermore, the increasing power and affordability of smartphones make them an invaluable tool for students. Today's smartphones have computing power that surpasses the technology used in NASA's computers during the first moon mission (Robertson et al. 22). They have become the preferred choice for most phone purchases and are expected to dominate the mobile phone market in the future. It is essential to acknowledge the relevance of incorporating mobile phones into educational settings. General guidelines on the proper use of phones are available on education and culture ministry websites, and legislation can be enacted to regulate their use. By delegating the authority to issue prohibitions or directives to lower-level educational authorities, such as school principals or teachers, schools can effectively implement measures to guide students in using their phones responsibly.
In conclusion, a 48-hour phone ban for first-year students is not an effective solution to promote campus integration. While the goal of facilitating friendships and acquaintanceships among new students is commendable, there may be negative consequences associated with such a ban. Instead, schools should explore alternative methods to help new students make friends, familiarize themselves with the campus, and build a support network. It is important to recognize that every situation is unique, and digital devices are here to stay. It may be more practical to find ways to manage and leverage cell phone use in schools rather than imposing strict bans.
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