Introduction
I. Cell phones use in schools has advantages and disadvantages.
Thesis Statement
In spite of the advantages of cell phones, it's has a lot of negative sides that leads to cause distraction during the class, cheating in tests, and students will message each other most of the time during class.
Body
II. Cell phones cause distraction during the class.
A. Students can send images and songs.
1. Students will not concentrate and can't listen to the teacher.
2. Students will get lower marks.
B. Phones may ring during the class time.
III. Students can use the cell phones as a cheating device in tests.
A. Students can take pictures from the book for cheating purposes.
1. Using Bluetooth to send the pictures for their friends.
B. Students can save a document files.
1. Students can save files such as review questions or other important papers that the teacher gave it to them.
2. Cell phones can save notes in a text messages and send them to each others.
IV. During the class time students can send messages.
A. Instead of talking they can text each other by messaging.
B. Students get inclined into the habit of writing in short forms, which leads them not to be able to put the right spelling on paper.
V. Refutation
Most parents disagree to let their children take their cell phones in schools because they know its cause a lot of bad habits and their children will get lower marks. It's important for the children to know that it's a place to learn for 5 hours daily and they should know also that there is time for playing and other times to be responsible.
VI. Conclusion
To conclude, using cell phones in schools has a lot of discussions between to be allowed or not to be allowed. In my opinion, I'm disagree of using it in schools because it's become an addictive device that children and older people cannot live without it.
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Nov 22, 2011
Cell phones in the classroom
Outline
I. Introduction
A. Learners can make use of cell phones’ cameras to capture important scenes during field trips.
B. Some cell phones are equipped with wireless internet features which can enhance online research among students.
C. Built-in clock is another significant feature of cell phones, and it can be used by both instructors and students to time group activities.
D. In case of an emergency, for instance, if there is a fire outbreak, cell phones can be very useful, especially among students who may require emergency support
E. Cell phones can assist students in planning their school activities. A student can make diary and also preset various reminders in his or her cell phone.
II.
A. Cell phones can greatly interfere with learning activities especially in a situation where students use their phones carelessly.
B. Students may also forget to switch off their cell phones. Therefore, incoming phone calls and messages will disrupt the whole class (Russell 1)
C. Cheating in examinations can be enhanced by cell phones.
D. Cell phone cameras may also be used for wrong purposes by students.
III. Conclusion
Cell Phones in the Classroom
According to the Beach School system regulations, middle and high school students are allowed to have cell phones in school, but they can only use them after a completed instructional day. However, last year my daughter was attending middle school and in one of her classes she was required to use her cell phone to log her homework and test dates. The teacher found that the students responded better if they used their phones as a planner instead of the normal paperback. Even today in high school where the policy has not changed, my daughter is using her cell for her accelerated courses. I found that ironic since this was against the school’s policy and Student Code of Conduct. “Public school systems have policies in place for cell phone use in the classroom; the issue seems to cause debate on whether or not cell phones have an actual educational place in the classroom” (Virginia Beach City Public Schools 1).
Modern cell phones are sophisticated and can perform several applications, which can facilitate effective learning. For instance, “in some North Carolina high schools students are using their phones to calculate Algebra equations” (Stansbury 1).
Learners can make use of cell phones’ cameras to capture important scenes during field trips. The video clips can be of great importance to the students during report writing. Besides this, the digital cameras can enable students to document multimedia presentations. Moreover, a student can capture information written by an instructor on the board and send it to his or her colleague who is absent.
Some cell phones are equipped with wireless internet features which can enhance online research among students. Access to the internet also enables students to form online discussion groups. Hence, they can avoid holding discussions physically. This mode of discussion is appropriate to shy students who may not be comfortable to express themselves in front of their colleagues.
Many students usually find it rather cumbersome to use the dictionaries owing to their bulky nature. This challenge can be surmounted by accessing dictionaries online through cell phones. For example, a student can easily get definitions of vocabularies on the internet.
Built-in clock is another significant feature of cell phones, and it can be used by both instructors and students to time group activities. This will enhance concentration of students because they will not be worried about time management. Consequently, students will be more focused on their learning tasks. By setting the timers, students can perform speed tests more effectively since they will not glance at the classroom clock.
In case of an emergency, for instance, if there is a fire outbreak, cell phones can be very useful, especially among students who may require emergency support. For instance, students can easily communicate to their colleagues and parents during such emergencies. Cell phones can also be helpful in situations when the school communication systems are disrupted. For example, cell phones can prevent a school communication system from getting jammed with calls when emergency cases arise.
Lastly, cell phones can assist students in planning their school activities. A student can make diary and also preset various reminders in his or her cell phone. This will prevent students from forgetting and missing important activities. They will also remember to do their assignments on time.
Cell phones can greatly interfere with learning activities especially in a situation where students use their phones carelessly. Studies reveal that students can easily lose concentration during learning if they possess many electronic gadgets in the learning environment. "There are some students who will just continually text, and teachers have often reported that they cannot complete a lesson because students are sitting texting” (Benton 2).
Students may also forget to switch off their cell phones. Therefore, incoming phone calls and messages will disrupt the whole class (Russell 1). Detecting such cases of indiscipline may be not easy to an instructor since text messages are written silently, and an instructor may not easily identify the students who are not concentrating.
Cheating in examinations can be enhanced by cell phones. For example, some students can search for answers through their phones. Besides this, students can receive and send examination answers to their colleagues. Moreover, a teacher may not have evidence to penalize a student who cheats in examination using a cell phone simply because they can easily delete the information after getting the answers.
Cell phone cameras may also be used for wrong purposes by students. For instance, “some kids whose cell phones have cameras take pictures and send them to their friends” (Fortner 22). Such activities can create conflicts among students. Apart from this, the victims of such actions may be affected psychologically, and this can jeopardize their studies.
From the above discussion it is evident that cell phones have many advantages to learners, but they can also cause interference in classes if they are not properly used. Teachers should, therefore, come up with rules, which regulate the use of cell phones in classrooms. If there is a need to use one, the teacher concerned should clearly give instructions. This is because cell phones can create a lot of interference in the learning environment if proper measures are not put in place to control how they are used in classrooms. Therefore, I suggest that young students should be allowed to use phones in various class activities, but under proper guidance.
I. Introduction
A. Learners can make use of cell phones’ cameras to capture important scenes during field trips.
B. Some cell phones are equipped with wireless internet features which can enhance online research among students.
C. Built-in clock is another significant feature of cell phones, and it can be used by both instructors and students to time group activities.
D. In case of an emergency, for instance, if there is a fire outbreak, cell phones can be very useful, especially among students who may require emergency support
E. Cell phones can assist students in planning their school activities. A student can make diary and also preset various reminders in his or her cell phone.
II.
A. Cell phones can greatly interfere with learning activities especially in a situation where students use their phones carelessly.
B. Students may also forget to switch off their cell phones. Therefore, incoming phone calls and messages will disrupt the whole class (Russell 1)
C. Cheating in examinations can be enhanced by cell phones.
D. Cell phone cameras may also be used for wrong purposes by students.
III. Conclusion
Cell Phones in the Classroom
According to the Beach School system regulations, middle and high school students are allowed to have cell phones in school, but they can only use them after a completed instructional day. However, last year my daughter was attending middle school and in one of her classes she was required to use her cell phone to log her homework and test dates. The teacher found that the students responded better if they used their phones as a planner instead of the normal paperback. Even today in high school where the policy has not changed, my daughter is using her cell for her accelerated courses. I found that ironic since this was against the school’s policy and Student Code of Conduct. “Public school systems have policies in place for cell phone use in the classroom; the issue seems to cause debate on whether or not cell phones have an actual educational place in the classroom” (Virginia Beach City Public Schools 1).
Modern cell phones are sophisticated and can perform several applications, which can facilitate effective learning. For instance, “in some North Carolina high schools students are using their phones to calculate Algebra equations” (Stansbury 1).
Learners can make use of cell phones’ cameras to capture important scenes during field trips. The video clips can be of great importance to the students during report writing. Besides this, the digital cameras can enable students to document multimedia presentations. Moreover, a student can capture information written by an instructor on the board and send it to his or her colleague who is absent.
Some cell phones are equipped with wireless internet features which can enhance online research among students. Access to the internet also enables students to form online discussion groups. Hence, they can avoid holding discussions physically. This mode of discussion is appropriate to shy students who may not be comfortable to express themselves in front of their colleagues.
Many students usually find it rather cumbersome to use the dictionaries owing to their bulky nature. This challenge can be surmounted by accessing dictionaries online through cell phones. For example, a student can easily get definitions of vocabularies on the internet.
Built-in clock is another significant feature of cell phones, and it can be used by both instructors and students to time group activities. This will enhance concentration of students because they will not be worried about time management. Consequently, students will be more focused on their learning tasks. By setting the timers, students can perform speed tests more effectively since they will not glance at the classroom clock.
In case of an emergency, for instance, if there is a fire outbreak, cell phones can be very useful, especially among students who may require emergency support. For instance, students can easily communicate to their colleagues and parents during such emergencies. Cell phones can also be helpful in situations when the school communication systems are disrupted. For example, cell phones can prevent a school communication system from getting jammed with calls when emergency cases arise.
Lastly, cell phones can assist students in planning their school activities. A student can make diary and also preset various reminders in his or her cell phone. This will prevent students from forgetting and missing important activities. They will also remember to do their assignments on time.
Cell phones can greatly interfere with learning activities especially in a situation where students use their phones carelessly. Studies reveal that students can easily lose concentration during learning if they possess many electronic gadgets in the learning environment. "There are some students who will just continually text, and teachers have often reported that they cannot complete a lesson because students are sitting texting” (Benton 2).
Students may also forget to switch off their cell phones. Therefore, incoming phone calls and messages will disrupt the whole class (Russell 1). Detecting such cases of indiscipline may be not easy to an instructor since text messages are written silently, and an instructor may not easily identify the students who are not concentrating.
Cheating in examinations can be enhanced by cell phones. For example, some students can search for answers through their phones. Besides this, students can receive and send examination answers to their colleagues. Moreover, a teacher may not have evidence to penalize a student who cheats in examination using a cell phone simply because they can easily delete the information after getting the answers.
Cell phone cameras may also be used for wrong purposes by students. For instance, “some kids whose cell phones have cameras take pictures and send them to their friends” (Fortner 22). Such activities can create conflicts among students. Apart from this, the victims of such actions may be affected psychologically, and this can jeopardize their studies.
From the above discussion it is evident that cell phones have many advantages to learners, but they can also cause interference in classes if they are not properly used. Teachers should, therefore, come up with rules, which regulate the use of cell phones in classrooms. If there is a need to use one, the teacher concerned should clearly give instructions. This is because cell phones can create a lot of interference in the learning environment if proper measures are not put in place to control how they are used in classrooms. Therefore, I suggest that young students should be allowed to use phones in various class activities, but under proper guidance.
Nov 21, 2011
Standardized Testing and Its Effectiveness
Standardized testing has been questioned for the longest time whether it’s effective or ineffective, using to judge the performance of students from different backgrounds and ethnicities. Critics are dwelling on the prominent role of standardized tests, some object to its main purposes and some agree. To set a common ground and new resolution that tie to the whole controversial issue with standardized testing, we will discuss about the overall combined arguments from different point of views, whether it’s against or for standardized testing.
Some say that no test is good enough to serve as the sole or primary basis for important educational decisions. Readiness tests, used to determine if a child is ready for school, are very inaccurate and encourage the use of overly academic, developmentally inappropriate primary schooling (that is, schooling not appropriate to the child's emotional, social or intellectual development and to the variation in children's development). Screening tests for disabilities are often not adequately validated; that is, it is not proven that they are accurately measuring for disabilities.
They also promote a view of children as having deficits to be corrected, rather than having individual differences and strengths on which to build. While screening tests are supposed to be used to refer children for further diagnosis, they often are used to place children in special programs. Tracking hurts slower students and mostly does not help more advanced students. Retention in grade, or flunking or leaving a student back, is almost always academically and emotionally harmful, not helpful. Test content is a very poor basis for determining curriculum content, and teaching methods based on the test are themselves harmful.
Critics who against standardized testing are saying that our children are tested to an extent that is unprecedented in our history and unparalleled anywhere else in the world. The current situation is also unusual from an international perspective: Few countries use standardized tests for children below high school age- or multiple-choice tests for students of any age. Students from low-income and minority-group backgrounds are more likely to be retained in grade, placed in a lower track, or put in special or remedial education programs when it is not necessary.
Students are more likely to be given a watered-down or "dummied-down" curriculum, based heavily on rote drill and test practice. This only ensures they will fall further and further behind their peers. On the other hand, children from white, middle and upper income backgrounds are more likely to be placed in "gifted and talented" or college preparatory programs where they are challenged to read, explore, investigate, think and progress rapidly.
The other sides of the debate argue that there’s no way to compare students from different schools; one from an easy A institution and another one is from a challenging institution. Those who agree on the fairness of standardized testing thinks that it is the most reliable test to determine whether students are ready for the task or not. Despite their biases, inaccuracies, limited ability to measure achievement or ability, and other flaws, schools use standardized tests to determine if children are ready for school, track them into instructional groups; diagnose for learning disability, retardation and other handicaps; and decide whether to promote, retain in grade, or graduate many students. Schools also use tests to guide and control curriculum content and teaching methods.
Tests that measure as little and as poorly as multiple-choice tests cannot provide genuine accountability. Pressure to teach to the test distorts and narrows education. Instead of being accountable to parents, community, teachers and students, schools become "accountable" to a completely unregulated testing industry. The U.S. is the only economically advanced nation to rely heavily on multiple-choice tests. Other nations use performance-based assessment where students are evaluated on the basis of real work such as essays, projects and activities. Ironically, because these nations do not focus on teaching to multiple-choice tests, they even score higher than U.S. students on those kinds of tests.
The time, energy, and money that are being devoted to preparing students for standardized tests, have to come from somewhere. Students are being put under pressure into taking a certain test that determines their future. Some say that standardized test is the best way to evaluate student’s performance in school with fair comparison to other students. We can depend on standardized testing but we shouldn’t eliminate students who happen to not do good on the test but to consider the overall factors. Standardized testing should serve as a test for students to take, but it shouldn’t be the only test that determines the admission for students to colleges and universities.
Some say that no test is good enough to serve as the sole or primary basis for important educational decisions. Readiness tests, used to determine if a child is ready for school, are very inaccurate and encourage the use of overly academic, developmentally inappropriate primary schooling (that is, schooling not appropriate to the child's emotional, social or intellectual development and to the variation in children's development). Screening tests for disabilities are often not adequately validated; that is, it is not proven that they are accurately measuring for disabilities.
They also promote a view of children as having deficits to be corrected, rather than having individual differences and strengths on which to build. While screening tests are supposed to be used to refer children for further diagnosis, they often are used to place children in special programs. Tracking hurts slower students and mostly does not help more advanced students. Retention in grade, or flunking or leaving a student back, is almost always academically and emotionally harmful, not helpful. Test content is a very poor basis for determining curriculum content, and teaching methods based on the test are themselves harmful.
Critics who against standardized testing are saying that our children are tested to an extent that is unprecedented in our history and unparalleled anywhere else in the world. The current situation is also unusual from an international perspective: Few countries use standardized tests for children below high school age- or multiple-choice tests for students of any age. Students from low-income and minority-group backgrounds are more likely to be retained in grade, placed in a lower track, or put in special or remedial education programs when it is not necessary.
Students are more likely to be given a watered-down or "dummied-down" curriculum, based heavily on rote drill and test practice. This only ensures they will fall further and further behind their peers. On the other hand, children from white, middle and upper income backgrounds are more likely to be placed in "gifted and talented" or college preparatory programs where they are challenged to read, explore, investigate, think and progress rapidly.
The other sides of the debate argue that there’s no way to compare students from different schools; one from an easy A institution and another one is from a challenging institution. Those who agree on the fairness of standardized testing thinks that it is the most reliable test to determine whether students are ready for the task or not. Despite their biases, inaccuracies, limited ability to measure achievement or ability, and other flaws, schools use standardized tests to determine if children are ready for school, track them into instructional groups; diagnose for learning disability, retardation and other handicaps; and decide whether to promote, retain in grade, or graduate many students. Schools also use tests to guide and control curriculum content and teaching methods.
Tests that measure as little and as poorly as multiple-choice tests cannot provide genuine accountability. Pressure to teach to the test distorts and narrows education. Instead of being accountable to parents, community, teachers and students, schools become "accountable" to a completely unregulated testing industry. The U.S. is the only economically advanced nation to rely heavily on multiple-choice tests. Other nations use performance-based assessment where students are evaluated on the basis of real work such as essays, projects and activities. Ironically, because these nations do not focus on teaching to multiple-choice tests, they even score higher than U.S. students on those kinds of tests.
The time, energy, and money that are being devoted to preparing students for standardized tests, have to come from somewhere. Students are being put under pressure into taking a certain test that determines their future. Some say that standardized test is the best way to evaluate student’s performance in school with fair comparison to other students. We can depend on standardized testing but we shouldn’t eliminate students who happen to not do good on the test but to consider the overall factors. Standardized testing should serve as a test for students to take, but it shouldn’t be the only test that determines the admission for students to colleges and universities.
Subscribe to:
Posts (Atom)