In this 21st century, almost everything in our surrounding actually revolves around the modern technology and the gadgets, which actually helps to make one’s life easier and more mechanical. This technology and innovation are not at all dangerous or time consuming rather the positive and negative uses may destroy the common perception of the society. For example, if a person has anything which is technologically advanced and thus makes life more pleasant than it depends upon him or her that how he or she might use that particular thing. It is quite possible that negative and excessive use may ruin the personality of the person, but in this situation, we cannot blame that technological gadget rather the use or the person is responsible for all the loss and the destruction caused by his or her usage.
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In the similar situation, cell phones are not at all dangerous for any teenager unless or until she or he might use it in a wrong way. Here the thing is, we should develop the mentality of our teenagers in a way that cell phones are a positive gadget, which can help us a lot in the growth and development of our life so we should not spoil the gadget by negative or excessive usage. In most of the institutions, now the teachers usually prefer to take part in professional development programs to stay on top of the list of the modern technology users. Likewise, they also want their students to be at the top so that the coming generation can flourish in a better way. Once in a blue moon, however, do they look at possible responsibility for technology their students are already using? The cell phone is one such modern technological device whose value and importance as an educational device is enormous and virtually unexploited. Being a mentor, the Institute and the teachers direct their students how they can better use their cell phones in or order to enhance their educational activities (Sparks).
Cell phones, being a most common and advanced technological gadget, are an important feature in any teenager’s daily routine life or activities. According to Generation, a 2010 Kaiser Foundation Media study, near two-thirds part of the population between 8 and 18 years possess their own personal cell phones. In the midst of 8-to 10-year-olds, nearly 31 percent children have their own cell phone, as do 69 percent of those ages 11 to 14. While other eighty-five percent of teenagers demand phones between the ages of 15 to 18. A study by the Media mark Research & Intelligence found that most of the younger kids use the phone to contact their parents. Teenage girls are more expected to use the phones for social and communication uses while on the other side most of the boys are more apt to play online games or access the Internet (Sparks).
Now it is clear that the marketers always tend to read the customer minds and then develop the product in the same way. In this modern era, where the use of cell phone is very common then the internet suppliers plan to provide more educational use of the internet on the cell phones. There is a rise in education apps, which can be easily downloaded from nay of the Android application store. Most of the institutions are now even using special customized mobile applications in order to facilitate the course requirements of the studies (Sparks).
There are some apps, which help the students to test and record different levels of air pollution. Now, this special application is only designed to facilitate the science subject lessons for small kids just to give them a true picture of air pollution. With many other new cell phone applications, now learners can take a picture of an insect or historical site, send it to the back server, and receive a message back with full identification of the image (Fortner34).. In this way, students can enhance the exploratory skills because they have an easy access to know more and more about the surrounding things.
It is a fact that most of the schools and institutions can make prolific use of a modern technology that is comparatively economical, practical, and already in the hands of the majority of teenage boys and girls. The easiest and helpful use of students’ cell phones is to keep track of assignments and due projects. Instead of carrying around an assignment notebook, students can use their cell phones. The different features of a cell phone as if the one calendar and reminder purpose can easily handle due dates of homework, quizzes, and tests. Kids are now much less likely to leave the phone at home, at school, or somewhere else than they are a notebook. However, this habit is sometimes irritating, but we as a mentor can positively mold this habit to facilitate the studies and the educational activities of the students (Fortner).
Many of the institutions and teachers can go beyond these uses of cell phones as a reminder and soft notebook; they initiate the use of smartphones as a knowledge tool in math classes, complementing usual math instruction with substitute teaching strategies and tactics. Usually, teachers give math problems to the students to solve on their cell phone. If students need help and they do not understand any point, they can easily connect with their other course mates through immediate messaging and special blogs. If they are still unable to solve the problem or the math question, they can even access the online content through their personal cell phone (Fortner).
This way of helping students can even develop the students in a better way because now they have the curiosity to solve their own problems using different available sources. Cell phone use is typically prohibited in public school classrooms. Teachers rightly argue about to phones ringing and students updating their Facebook profiles or texting during class. However, educators could view cell phones differently. For teenage people, cell phones are attractive, interactive tools–for communicating and for storing and accessing useful information. The same can be considered true for children in school.
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