“The Use and Abuse of the Cell Phones and Text Messaging in the Classroom: A Survey of College Students”, an article by Deborah R. Tindell claims the introduction of cell phones has disproportionally disrupted the integrity of college education, revealing that classroom management would greatly benefit from the removal or reduction of the use and/or allowance mobile devices for the sole purpose of communicating. Tindell supports her statement through utilizing statistical facts such as numerical percentages and the citation of numerous authors and professionals in the specific subject matter. Tindell’s stand against the encouragement of cell phone use in the classroom emphasizes her disapproval in order to highlight the negative effects that doing so have on the learning experience. Therefore her purpose is to discourage such behavior. Throughout the article, Tindell speaks indirectly to not just college students but those who condone and permit the abuse of cellular devices during an instructional period. This establishes a challenge directed from Tindell to the audience, inquiring, what else can be done to decrease the distractions of text messaging through cell phone abuse?
I feel that cell phone use has both
positive and negative impacts on the classroom setting. Cell phone use in the
classroom can be distracting and can cause the student to miss vital
information. I can testify to this because just today my daughter sent me a
text while I was in class and everything that the teacher said I found myself
having to catch back up to the lesson. The positive to that would be if there
was an emergency, I would know right away. I was a little confused while
reading the article because it stated that a student walking and talking on the
cell phone was more vulnerable because he/she wouldn’t be paying attention to
their surroundings. I don’t see how this is related to the classroom setting.
After outweighing the possibilities I feel that it is more important to have a
cell phone in case of any emergency situations occur. Like if you need to call
911, or have a family emergency. It’s better to be safe than sorry.
Texting in class may provide a student’s
safety, while still paving way for academic dishonesty. Deborah Tindell states,
“in an emergency, text messages can be sent directly to students’ phones
informing them of the source of the emergency and giving instructions for how
to respond(1).” Tindell goes on to argue against this statement, countering that
it is actually quite the opposite. Student’s cell phones provide a “false sense
of security” (1) during times of crisis. Though in cases such as Northern
Illinois University and Virginia Tech, cellphones provide an immediate contact
with students inside the school. A “false sense of security” shouldn’t always
be a negative thing whereas if students involved with the Columbine tragedy
needed a sense of security. Though safety is a big issue, cheating is an issue
almost as big. Tindell cites, “the media have reported a number of cases of
students using cell phones to cheat. For example, 12 students at the University
of Maryland were caught cheating during an accounting exam (Anonymous 2003)
(1).” Students are able to text answers to peers and receive them. Cell phones
are also capable of sending photos of exams and tests. This ability gives way
to cheating because the temptation for an easy way out is laid out for
students. Still, that also has to do
with the belief that some teachers are unaware of what students are truly doing
on the screen of their phones and laptops. If there is no fear or repercussion of
being caught, there is no incentive for students to honestly use their
technology for the purpose of the class. Tindell cites, “Many are not sure how
to handle the issues, and some may not even be aware there is a problem (Dodds
and Mason 2005) (2).” Perhaps instructors are aware, but have no way to find a
solution other than threats to solve the problem. Instructors do not want to
make false accusation and cause any issues within their classroom by jumping to
conclusions, so many turn a blind eye until exams whereas 21.2 students find it
just as hard to use their cellphones. The sufficient usage of phones in a
college and high school is ultimately up to the self-control of the user. As
upcoming adults and adults, people should know how to manage their usage of
their phones for classwork. The instructor’s job is to make sure they teach the
material, not stand over anyone’s shoulder to monitor them.
Precis by Jensine Maxis
Opinion by Pernida Freeman
Analysis by Aja Taylor
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