To Ban or Not To Ban Handheld Technology in Schools

A WebQuest

Wadleigh High School

By Mr. Awich

 

 

 

 

 

 

 

 

 

 

 

 

 


INTRODUCTION:

 

Many students are using handheld technology (cell phones, iPods, and gaming equipments) inappropriately in the classroom. The New York Department of Education has decided that the use of hand-held technology should be banned from schools. It is a generally accepted that such devices create a distraction and reduce    learning and concentration by students during class time. However, some people argue that the use of handheld technology is essential in these modern times. As students who may have and use handheld technology equipment, you are very interested in this issue. As a result of your study you may be able to justify the need to overturn such a law by the New York City department of Education. On the other hand, you may find yourself supporting a ban. Of course there is a possibility that you may come up with entirely different policies that seem to best address this issue. Your study, with the report you will write, may well have an impact on future use of these electronic devises in the schools . Good luck in your efforts!.

 

 

 

 

 

 

 

 

 

 

 

 


Task:

 

In this project, you will use the Project Critical Public Policy Analyst steps to come up with a solution to this social problem. In your final report paper, you will be able to define the problem, provide evidence, identify causes, evaluate an existing policy, develop solutions, and select the best solutions to the best uses of, and the benefits of having handheld technology in schools

 

 

Process:

 

Students will help create a Public Policy Analysis on the ban of handheld communication devices in schools. Together we will come up with solutions to the proper use and retention of cell phones in schools by students.

 

  1. You will be put in groups of 5.
  2. All the members of the group will come up with the answers to the PPA step # 1 worksheet (define the problem) as pertains to the ban of handheld communication devices.
  3. Student # 1,2and 3 will gather the Evidence in different locations of the school on the use of cell phones, using the PPA step # 2 worksheet (gather the evidence).
  4. Using the information collected from the evidence by students # 1, 2 and 3, all the students will discuss the causes that they may see fit in addressing the existing problem. Use worksheet # 3 to address these causes.
  5. Together, read and evaluate the existing New York City schools policy on the use of cell phones. Use the PPA worksheet # 4.
  6. With facts from your previous worksheets and ideas, develop solutions to the ban or not to ban cell phone use in your school. Use worksheet # 4 for guidance.
  7. Select the best solutions (Feasibility vs. Effectiveness). Use worksheet # 5 as a guide to this task.

 

 

Resources:

 

The following general websites will assist you in your research and extra background knowledge about your topic.

Some opinion and letters to the editor concerning the issue:

City Schools Cut Parents' Lifeline (the Cellphone)

Cellphone Ban in Schools

Cellphone Ban in Schools- Opinions

School Cellphone Ban Is Not the Solution-Opinion

School Cellphone Ban Is Not the Solution-Another Opinion

 

Several solutions are being floated around that reflects the use of cell phones such as this article from the TechLearning where, “Three middle schools and three charter schools in Brooklyn, New York, started a pilot program in direct opposition of New York City's public schools' cell phone ban. The schools gave 2,500 free cell phones to students, preloaded with 130 minutes of talk time. Students will be rewarded with additional minutes in return for good behavior, attendance, homework, and test scores. Teachers, meanwhile, can send text messages to students to remind them of assignments or upcoming exams. The $2 million program was funded by private donors through the Fund for Public Schools.”

 

 

Evaluation:

The presentation will be evaluated based on individual performance and group work in answering the topic, ‘To Ban or Not To Ban Electronic Equipments In Schools’.

 

Area

Elements

Possible
Points

Score

 

Oral
Presentation
  • Eye contact with audience (5)
  • Familiar with material (10)
  • Limited to 10 minutes (5)
  • Expanded on bulleted items (5)
  • Good voice projection (5)

30

 

 

Slide Show
  • Maximum of 10 slides with title page and bibliography slide (10)
  • Consistent, non cluttered design throughout presentation (10)
  • Handouts for audience (5)
  • Transitions (5)
  • Effects (5)
  • Graphics from the gallery and Internet (6)
  • Internet link (4)
  • Contrast between background and text (2)
  • Correct spelling and grammar (8)

55

 

 

Content
  • Approved topic (5)
  • Used the Internet as a resource (5)
  • Focused on the integration of technology into curriculum (5)

15

 

 

 

Total Possible Points

100

 

 

 

Conclusion:

Thank you for participating in the PPA project. Your hard work will be presented as an example to other students and may be featured in an article.

 

 

Standards:

 

The standards are based on the New York State Department of Education as seen in their web site below.

 

Social Studies Standard 3

 

Students will: understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of one’s actions (Adapted from The National Standards for Civics and Government, 1994)

• analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign

New York State Language Arts Standards

STANDARD 1  
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information

STANDARD 2
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

STANDARD 4
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.