No 
in the
Classroom?
Mayra Amaro
School: PS/MS 129
Introduction:
Cell-phones have proven to be beneficial for English Language Learners (ELLs) at PS/MS 129. By using a cellphone to help with difficult words, ELL students can regularly use the “text speak” to have better word recognition, vocabulary, and better phonological awareness. (Specially Students with Disabilities and English Language Learners ELLs students). Cell Phone use also enables the teachers to allow students to text answers and comments during classroom discussions. However, the administration is cracking down on cellphone use in the classroom. The principal and assistant principal think that cell phones provide numerous distractions to the students. Instead of using their phones in an educational setting, students are surfing the web, posting on their social media pages (Facebook, Instagram and SnapChat), or are otherwise negatively engaged.
Task:
The principal at PS/MS 129 is willing to allow cell phones to be used in the classroom. However, she is hesitant due to the numerous distractions cell phones often provide. She has asked you to examine both the negative and positive effects of cell phone use in the classroom and come up with a viable solution.
Process:
The Public Policy Analyst
You will first gain an understanding of the issue by using the Public Policy Analyst process. This involves six steps for looking at a problem and finding solutions. There are worksheets for each step that need to be completed. Discuss how to fill out these sheets with your study group. Be sure to look at the resources listed below for assistance in finding answers to the questions raised on the worksheets
Developing your PowerPoint
- Students will present a PowerPoint (minimum of 8 slides or five paragraph essay (Times New Roman font, size 12, typed, double-spaced) in which they examine this social issues and provide possible solutions.
- Some of the students who may not feel confident about participating in class discussion will make comments allowing them to text their opinion and have them evaluated by their classmates.
- English Language Learner (ELLs) students will translate works of literature into text speak as a another practice that may help students develop and demonstrate understanding of the content being discussed in class
Resources:
Bernard, S. Zero-thumb game: How to tame texting.(link is external) Edutopia
J. L. (2013). Exploring the relationships between the use of text message language and the literacy skills of dyslexic and normal students. Research in developmental disabilities, 34(1), 423–430.
Cheng, J. (2009, February 24). Study confirms TXT SPK doesn't hurt kids' language skills.(link is external) Ars Technica.
Shuler, C. (2010). Pockets of potential: Using mobile technologies to improve children's learning.(link is external)New York: The Joan Ganz Cooney Center at Sesame Workshop.
Thurlow, C. (2003). Generation Txt? The sociolinguistics of young people’s text-messaging. Discourse Analysis Online, 1(1)
Evaluation
MY RUBRIC: PowerPoint Evaluation Rubric
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CONTENT |
SCORE |
COMMENTS |
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The presentation meets the information requirements of the assignment. |
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Information is presented in logical sequence/structure. |
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Information on slides reflects understanding and effective summarization. Information has not simply been copied and pasted from another source. |
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There is not too much text on a slide. Each slide contains a limited number of talking points as opposed to complete paragraphs or lengthy sentences. |
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Presentation is free of spelling and grammatical errors |
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DESIGN |
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Slides display elements of effective design. Fonts, colors, backgrounds, etc. are effective, consistent and appropriate to the topic and audience. |
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Animations and/or sounds have been used to emphasize important points. They do not distract from the content. |
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Text is clear and easy for the audience to see |
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PRESENTATION |
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Presenter was familiar with the material and did not read from slides or rely on notes. It is evident that the presentation was rehearsed. |
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Presenter spoke clearly and slowly enough to be heard by the audience. |
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Presenter showed enthusiasm for the subject matter and encouraged audience interest. |
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Presenter made eye contact with audience. |
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Scoring:
1 Poor, many requirements not met
2 Fair, some requirements met
3 Good, meets most or all expectations
4 Outstanding, exceeds expectations
Conclusion:
In conclusion, people who oppose the use of cellphones in school do it because of the disruptions and distractions cell phones can cause. But we must accept that we live in a world of technology and that cell phones are an important and very useful part of that world. We miss out if we fail to take advantage of the educational power of the cell phone. All in all, cell phones improve communication, provide learning resources, and encourage appropriate use of technology. Teachers and administrators must find ways to incorporate this excellent multi-tool in our schools. Then, let’s make the most of the day and age we are living in!
Standards:
Write arguments to support claims with clear reasons and relevant evidence.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.