Cell
Phones In School:
Distraction
or Educational Tool?
Lydia Tsiforas
I.S. 126 Q
Introduction
Should cell phones be allowed in schools is one
of the most debated topics and people have different views on this issue.
School children and their parents have opposed
the ban on cell phones in schools arguing that cell phones allow them to stay
in touch with each other in case of an emergency. They also say that cell
phones can help children in their studies through the various applications.
Teachers on the other hand have pointed out
that cell phones are a distraction in schools. Instead of focusing on the
instruction, the students text message, take pictures,
listen to music, go on social networking websites and surf the net.
Task
1. You are
to follow the Public Policy Analyst format to document:
Ø Rules
and regulations regarding the use of cell phones in NYC Public Schools
Ø Technological
benefits to the students and faculty
Ø Distractions
of using cell phones in the school building and classroom
2. Create a
PSA. Begin by writing a script for your PSA. Your PSA should be informative and
should present a solution to the problem your group addressed. Your group will
need to use the information gathered during the PPA steps to write the script
correctly. Once the script is completed, use Pod-casting to begin creating the
PSA. It should be 45 to 60 seconds.
Process
1. Complete
PPA worksheets 1-6:
a. Define
the Problem: Worksheet
1
b. Gather
Evidence of the Problem: Worksheet
2
c. Identify
Causes of the Problem: Worksheet
3
d. Evaluate
a Policy: Worksheet
4
e. Develop
Your Own Solutions: Worksheet
5
f. Select
the Best Solution: Worksheet
6
2. Collaboratively
create your PSA with your group.
Resources
http://www.schoolsecurity.org/trends/cell_phones.html
Cell phone and pager issues
http://news.cnet.com/8301-13507_3-9769656-18.html
Schools ban cell phones
Cell phones are distracting
in the classroom
http://www.nytimes.com/2004/09/29/national/29cellphone.html?_r=1&ei=5090&en=6b53e30d57
Relaxing cell phone bans.
http://www.educationworld.com/a_issues/issues270.shtml
Cell
phones in school.
http://www.msnbc.msn.com/id/35063840
Some schools rethink ban on cell phones
http://www.businessweek.com/technology/content/jan2009/tc20090114_741903.htm
Get cell phones into schools
http://teachingtechnology.suite101.com/article.cfm/fair_cell_phone_use_in_schools
Fair cell phone use in schools
http://www.cbsnews.com/stories/2006/05/12/national/main1616330.shtml
School cell phone ban causes uproar
http://www.educationworld.com/a_issues/issues270.shtml
Schools, state review cell phone bans
http://www.noodletools.com/noodlebib/citeone_s.php?style=MLA
Works cited generator in MLA format
http://www.koat.com/news/23851185/detail.html
Cell phone captures school beating
Evaluation
Your group will be
evaluated based on the following rubric.
|
Rubric |
||||
|
|
4 |
3 |
2 |
1 |
|
Research
Worksheet |
The research worksheet is complete
and correct. Complete sentences were used. |
The research worksheet is mostly
complete and correct. Complete
sentences were used. |
The research worksheet is somewhat
complete and correct. Complete
sentences were partially used. |
The research worksheet is incomplete
or inaccurate. Complete sentences were not used. |
|
PPA
steps |
The PPA worksheets are thoughtfully
complete. The worksheets demonstrate that the group worked well
together. |
The PPA worksheets are mostly
thoughtful and complete. The
worksheets demonstrate that the group worked well together. |
The PPA worksheets are somewhat
thoughtful and complete. The
worksheets demonstrate that the group worked somewhat together. |
The PPA worksheets are incomplete or
lacking thought. The
worksheets demonstrate that the group did not work well together. |
|
Public
Service Announcement Pod-cast |
The PSA is correct, thoughtful and
professional. An
audience member learns something a lot watching the PSA. |
The PSA is mostly correct, thoughtful
and professional. An
audience member learns something from watching the PSA. |
The PSA is somewhat correct,
thoughtful and professional. An
audience member learns a few facts from watching the PSA. |
The PSA is inaccurate or
inappropriate. An
audience member learns little from watching the PSA. |
|
PSA
script |
The PSA script is complete, neat and
professional. It
includes a works cited list. |
The PSA script is mostly complete and
contains a works cited list. |
The PSA script is
somewhat complete. It contains a works cited list that may
have mistakes or be incomplete. |
The PSA script is incomplete or
missing. The works cited may also be incomplete or missing. |
Conclusion
Congratulations! You completed your WebQuest
using the Public Policy Analyst format (PPA). Now you should have insight
into the steps used to accurately solve a problem. The hope is that
you were also able to understand both negative and positive aspects of students
carrying cell phones in school. The idea is that this practice will help
you take logical steps into problem solving in the future.
Common
Core Standards
W6.1 - Write
arguments to support claims with clear reasons and relevant evidence
W6.9 - Draw
evidence from literary or informational texts to support analysis, reflection,
and research.
RL6.1 - Cite
textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
RL6.2 -
Determine a theme or central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal
opinions or judgments.
W.7.1-
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce
claim(s) acknowledge alternate or opposing claims, and organize the reasons and
evidence logically.
b.
Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c.
Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), reasons, and evidence.
d.
Establish and maintain a formal style.
e.
Provide a concluding statement or section that follows from and supports the
argument presented.
W.7.8. 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.
L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
Reading
Standards for Informational Text
R.
1. Cite textual evidence to supp9ort analysis of what the text says explicitly
as well as inferences drawn for the text.
R.
2. Determine a central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct form personal opinions or
judgments.
R.3.
Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g. through examples or anecdotes.)
R.
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
R.
5. Analyze how a particular sentence, paragraph, chapter or section frits into
the overall structure of a text and contributes to the development of t he
ideas.
R.
6. Determines the author’s point of view or purpose in a text and explain ho it is conveyed in the text.
R.
7. Integrate information presented 8in different media or formats (e.g.
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
R.8.
Trace and evaluate the argument and specific claims in a text, distinguishing
claims that are supported by reasons and evidence from claims that are not.
R.9.
Compare and contrast one author’s presentation of events with that of
another. Use their experience and their
knowledge of language and logic, as well as culture, to think analytically,
address problems creatively, and advocate persuasively.
R.10.
Read and comprehend non-fiction text complexity band proficiently.