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Recommendation: At the end of the day, it only matters if students obey the rules of carrying their phones around. There is only one way to figure out if it’s an idea that can work and that is to let students have them. 

Sumber: Mountain Echo

Contoh 2: Schools should walk line with pros and cons of cellphones

Thesis: Cellphones are a great tool. If you have a smartphone in your pocket, you have more than just a way to call home. You can take a picture or make a video. You can send an email or read a book. A smartphone is an encyclopedia and a calculator, a ruler and a compass, a mirror and a flashlight, a television and a magnifying glass, and infinitely more.

Arguments: They can be addictive. They can be distracting. They can be loud. They can also spark competition. Do you have the latest? The most fashionable? The most functional? The most expensive?

They can disrupt dinner tables and movies. They are restricted on airplanes and can be limited at hospitals.

And so it’s not surprising that schools are struggling with how to handle them in the classroom. While the age when someone gets their first phone varies by family or child, Pew Research Center says 96% of students high school age or younger have cellphones.

Some schools embrace this. Kids will have the phones, so why not integrate them into lessons? Why ask parents to buy expensive scientific calculators when a $1 app can serve the same purpose? Why can’t the camera be used to make movies for presentations or take pictures for slide shows?

Some try to limit the temptations. Schools in United States will use a tool of magnetic locks to prevent access to phones during the day. Others are more low-tech, requiring kids to turn phones off or stow them away at the start of class.

Recommendation: Schools should absolutely have a way to keep control and teach kids how to do math without the calculator app. However, maybe that control should stop short of preventing calls home until we are better at keeping violence locked out of schools.

Sumber: Trib Live

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