This paper was prepared for English 1551, Section 9-9:50, taught by Professor Dickey Cellophanes have become a growing trend throughout the generations for most of the population currently has an active cellophane. Not only have they grown to be a prime form of contact but they have also managed to help track a person’s day to day lives. As technology continues to grow, phones become more and more time consuming by providing more applications.
Although these applications have become more convenient towards humanity, they can also serve as a distraction from the world around them. The problem arises when students are placed into a learning environment with cellophanes. On the other hand, why would having such a device on them during school become a problem when outside of their education they will have this device with them at all times? What is to come when an emergency arises and outside contact is required? Why are cellophanes frowned upon when, given the proper applications, they can serve as a valuable learning tool?
As phones have grown to become “smarter, they have become an informational source that can help guide people towards the proper answer. As a result, phones should not be banned from schools. To begin, with today’s day and age, cellophanes have grown to become useful in almost every job available. As stated by Skill, “If we are preparing our students for life after school, we should allow them to use the tools they will be using when they get there. How many jobs can you think of right now where a smart phone is not beneficial?
Mechanics order parts on their phone, engineers view elephants, doctors calculate dosages, and grocers check inventory. The list is endless. By the time our students enter their professions the need to utilize mobile technology will be even stronger. Not preparing our students for that world is negligent”. This goes on to show how much the generation gap has played on the world. Although most adults did not grow up using cellophanes, most may admit that cellophanes have provided an increase in the productivity of the work force.
Furthermore, by providing students with cellophanes, they are becoming capable of contacting outside help when placed in a tough or ungenerous situation. As shown in “Your Turn,” Garrison quotes, “We feel cellophanes are a source of communication that allows students to keep in touch with their parents or caretakers after school. Cellophanes can save lives and are seen as safety tools in many ways”. With that in mind, by allowing students to keep their cellophanes with them, they are potentially safer in a dangerous situation.
They are allowing them to keep in contact with the outside world and provide information on their whereabouts. Not only does it help a student but it also provides relief for a parent which was shown by Kennedy in Using Cellophanes in School, with the quote, “Any parent will tell you that his worst nightmare is not knowing where his child is. A thousand gut wrenching scenarios run through his mind: Is my child k? Has she been kidnapped? In an accident? “.
Furthermore, because of the growing use of applications that a phone may do, cellophanes are becoming a productive and fun way to teach students. As stated by Higgins in More Schools use Cellophanes as Learning Tools, this is shown in the following statement: ‘With mobile APS and the Internet at their fingertips, teachers and students are owe using phones as clickers to answer questions, providing feedback on student progress, and also to document labs, collaborate on group projects and capture teachers’ notes, Mailman said”.
Students will do what they want when they want to, for the most part, so it’s hard to tell them that they are not allowed to use their phones when it is a natural part of their everyday lives. So instead of trying to fight with them on whether or not they should bring their phones, why not use their phones as an educational device? In the end, this serves as a fun and intuitive way to learn the material. To continue, using cell phones in class will proceed to teach students what they may be able to accomplish in life after school.
Communication in the workforce plays a major role in organizing events and running large events. Teachers are able to teach students how to quickly distribute information among large groups Of people and effectively accomplish a vagarious task. By teaching students how to properly maintain and communicate among groups, they are learning how to properly perform as a team and become more effective not only on group projects but also perform better in the workforce. On the contrary, how do teachers stop students from testing fellow classmates when they should be paying more attention to the teacher?
Instead of trying to ban something that students will proceed to do anyways, the better situation would be to address the issue by having students leave their phones in a visual area such as their desk. With this, teachers will have the ability to keep a watchful eye on whether or not a student is paying attention in the class or not. This is supported by Frederick in Calling All Cell Phone Users! When she quotes, “Students can be required to have phones UT and visible on student workspaces. Are phone conversations during class a problem? The same rules for face-to-face conversation would apply.
Once the rules are adjusted, focus could be placed on best use for instruction”. In conclusion, with the growing tech oenology of cellophanes, students are becoming more and more susceptible to using them in school. Instead of trying to fight the issue or growing advances in technology, the issue can be subdued by embracing the issue and using it as a learning device. In the end, by using the technology students have around them, they are only learning owe farther their education beyond school and thus schools should not ban them from being used.