Cell Phone Technology Essay Example for Free

Cell Phone Technology Essay Technology had become engrained in our society. Everywhere people are using cell phones, including children and teenagers. Cell phone technology and technology in general have change the way we do everything in our society. Technology has dramatically altered our world. They have become a necessary part of everyday life so much so that it is leaking into the education world as a new tool despite the concern of the negative effects of cell phone technology. There is a new wave in some schools around the United States. There are some districts that are embracing the use of cell phones in the classroom. Some administers have come around to the thinking that the use of this technology in the classroom can be of benefit in the learning setting. There are also concerns that the same technology can be too distracting for students. However, the use of cell phones in the educational world is worth looking at despite some of the concerns that many adults share. Texting has become the preferred method of basic communication between teenagers and their friends. Seventy-five percent of 12-17 year olds own cell phones, which is up from forty-five percent in 2004 (Lenhart, 2010). Phones have no doubt become an indispensable tool in communication for teens. Eighty-eight percent of teen cell phone users are text messengers (Lenhart, 2010). More than half (fifty-four percent) are daily texters. Among all teens, the use of texting has overtaken the frequency of every other form of communication. The concern about the overuse of cell phones is that it may have negative consequences in teenager’s education.  ¼ of text messages that teens send are sent during class. A survey conducted by Beneson’s online poll, polled 1,013 teens- eighty-four percent that have cell phones-show that a significant number of stud ents have information stored on their phones or has texted answers to their friends. The same poll also found teens send 440 text messages a week on average, 110 of them sent during class (Toppo, 2009). For this reason cell phone use is prohibited for use during the school say within most public schools in the United States. Most administrations and teachers feel that cell phone usage is a negative distraction and deterrent to learning. Administrators are often concerned about the inappropriate use of cell phones, which is the reason that there are restrictions of cell phone (according to Obringer Coffey, 2007, St. Gerard, 2006). Cell phones ringing can present unwanted distraction and for some students, sending and receiving text messages that can lead to cheating (according to Gilroy, 2003). There is also the real possibility of students posting improper pictures is a concern (according to Obringer Coffey, 2007). However, many are choosing to look at cell phones as a new learning tool in the classroom setting. Over the years we have seen on the news about students posting improper photos and language on social networking sites, which causes administrators and teachers to have a real concern. These concerns that many have are valid, and should be addressed. There have been many cases in which the abuse of cell phones has been a huge problem, but administrators want to take a chance on using cell phones in this setting. The important thing to keep in mind that there is down side, yes, but there is a way to monitor the use of this technology too. PPCD teacher Debra Vela, who has 17 years of teaching experience says, â€Å"Sexting, posting of improper photos and cheating may be a legitimate worry, but the benefits outweigh these negative points.† Students today are referred to as â€Å"Digital Natives† (according to Prensky, 2001). They have grown up with technology and multitasking, and in the habit of quickly processing information (Humble-Thaden, 2011). However, as cell phone technology expands with the possibilities of texting, web browsing and gaming have increased over the recent years and administrators are still worried about the distractions of electronic devices. A survey of students and parents by the group Common Sense Media found that almost seventy percent of schools around the country ban cell phone use during the school day (Schachter, 2009). There are some districts and administrators, though that are beginning to realize the potential of cell phones. It is a part an â€Å"anytime, anywhere† learning movement (Schachter, 2009). This leaves laptops and even smaller netbooks behind, in favor for more mobile, affordable and reliable handheld devices like â€Å"smartphones† that can run such programs as Windows Mobile. â€Å"Technology has finally progressed to where mobile devices are cheap and powerful enough to use,† observes Elliot Soloway, a professor at the University of Michigan (Schachter, 2009). A study of twenty-five mobile learning initiatives worldwide by the Joan Ganz Cooney Foundation Center at Sesame Workshop anointed them the wave of the future. â€Å"Just as Sesame Street help transformed television into a revolutionary tool for learning among young children four decades ago, advances in mobile technologies are showing untapped educational potential for today’s generation,† the report author’s wrote (Schachter, 2009). In 1969, the way children learned changed when Sesame Street aired on PBS. The loved Muppets of the educational show captured the hearts and attention of toddlers. The show taught them the basics of 123’s and ABC’s to the importance of friendships. Before the age of four, children had already learned the basics for their future education by watching this television show. The same is happening today with the use of cell phones. It is drastically changing the face of the way children learn and take information in. Fifth graders at Trinity Meadows (Keller, TX) spent most of their days on their HTC 6800 smartphones, using the GoKnow’s platform. Fifty-five students led the way in a pilot program using the new generation of cell phones and their advanced technology for educational ends. For example, students can draw the solar system on their devices and animate them to show them in real obit. Students can also upload assignments the teacher sends to the server and then the teacher can grade them and submit them back to the student electronically (Schachter, 200). At an early age, children are learning the advantages of technolog y, and will carry it into the future. They are learning to use cell phones as a learning tool, and making the best of what this technology has to offer. Children today have a chance to express themselves creatively and learn in a way that they are familiar with. They are at an advantage since they are already so use to using the technology the world has to offer. â€Å"Allowing children to use cell phone technology in the classroom will provide them with the tools for more creativity to create wonderful projects,† Vela says. This pilot program has shown that the use of cell phone technology in the classroom can be of benefit to the students. Not only that the teachers have a new method of reaching students that they otherwise would not have. With the use of cell phone teachers have new ways of teaching lessons, and the interactivity of these lessons are more likely to reach the minds of students. With the use of cell phone technology in the classroom the children that need a more creative outlet this provides them with platform to do so. Children that need this outlet can create and not be tied down to pencil, paper, marker, c rayons and glue. This allows them to be able to express themselves using the medium that they know best. Using cell phones in the classroom settings as a tool enables them to stay focused and interested in the things that they are learning. Technology is such an important part of everyday life, especially in cell phone technologies. And because of the increasing improvement of cell phone technology has allowed the next generation to use them in a whole new way to learn. Although, there is concern about the overuse of cell phones, the benefits may outweigh the negatives. â€Å"I still think students need to learn the ‘old fashion’ way because what happens if technology becomes unavailable to them? Also students need to be able to use their brains for higher learning,† says Vela. Technology is a wonderful tool to use in the classroom for all age groups. They can benefit from the interactivity of the Internet and all the information that the World Wide Web has to offer students as well as teachers. Children in today’s classrooms have an opportunity that past generations did not have. They have the chance to make a big impression on their lives by allowing themselves to use cell phones to their advantage not their disadvantage. The technology of cell phones has taken over almost every aspect of human activity. Adults as well as children have been consumed by the use of them, and now it has leaked over into the world of education. There are many concerns about the overuse of this technology, but many districts are taking the chance to embrace it and try it out in the classrooms. It has been shown that there are benefits for school children. Although, there is some debate about this issue it is important to remember that there is a need for balance. Reference Lenhart, Amanda. (2010). Teens, cell phone and texting. Pew Research Center Publications. Retrieved 3 June 2012 from http://pewresearch.org. Humble-Thaden, Beth. (2011). Student Reflective Perception of High School Educational Cell Phone Technology Usage. Journal of Technology Studies. Retrieved 3 June 2010 from http://web.ebscohost.com. Toppo, Greg. (2009). Survey: Many teens use phones in class to text or cheat. USA Today. Retrieved 3 June 2012 from http://www.usatoday.com. Schachter, Ron. (2009). Mobile Devices in the classroom. District Administration Magazine. Retrieved 4 June 2012 from http://ww.eric.com. Interview: Debra Vela, PPCD Teacher, 17+ years teaching.

Prayer in Public Schools Essays -- Religion in Public Schools

Prayer in Public Schools Religion is one of the most controversial issues in society today. The concern of allowing prayer in schools is an on-going debate and has resulted in numerous lawsuits. Religious school clubs, after school activities, curriculums, and moments of silence during school are just a few of the court cases that judges have administered. People in favor of prayer in schools believe that their children can only learn certain values through religious practice. On the other hand, an individual against religious practice in schools views this issue as an infringement on his or her children’s rights as Americans. In a particular trial, Wallace V. Jaffree, an argument arose concerning a one-minute â€Å"meditation or voluntary prayer† in public schools (Wallace V. Jaffree). George Wallace, a governor of Alabama, agreed with the â€Å"1981 Alabama Statute (16-1-20.1) authorizing [this] 1-minute period of silence in all public schools† (Wallace V. Jaffree). The District Court agreed with Wallace and â€Å"ultimately held that the Establishment Clause of the First Amendment does not prohibit a State from establishing a religion† (Wallace V. Jaffree). In contrast, Appellee Ishmael Jaffree, a resident of Mobile County, Alabama objected this Alabama Statute. Since the one-minute prayer was voluntary, his children did not participate. They were then â€Å"exposed to ostracism from their peer group class members† for not participating (Wallace V. Jaffree). In the Wallace versus Jaffree trial, Jaffree has a stronger case because his complaints are justified through bo th the First and Fourteenth Amendments and the ideology of Separation of Church and State. According to the First Amendment, â€Å"Congress shall make no law re... ...a particular faith. Individuals against religion in schools do not want a faith to be part of a school day. Where do we draw the line? The individuals who support religion in schools have the right not to practice religion. In contrast, individuals against religion in schools have the same right to not practice religion. In this particular case, or any other cases that may occur in the future, further research can be accomplished by identifying the boundaries for each argument. Sometimes the issues are so closely related that the solution becomes difficult to distinguish. Other times, evaluating the opinions of others helps to gain a broad consensus of what the majority desires. With this further research, there could be a better understanding of individual’s opposing thoughts, which could help establish a common ground and a solution to different cases.

Why is it important to develop relationships in infant and toddler care?

During their first years of life it is crucial that infants develop confidence, self-esteem and a feeling of security and trust in the people who care for them. These factors give them a secure base for all of their subsequent social and emotional development. Babies who develop this â€Å"emotional security† are then more likely to become toddlers who have the confidence to â€Å"walk alone. † Alicia Lieberman discusses this concept of â€Å"walking alone† in her book, The Emotional Life of the Toddler.In order to become independent learners, confident to explore the world around them and try new things, toddlers must first of all develop a sense of trust. This sense of trust builds when the infant has developed secure attachments with caregivers, and feels reassured, valued, respected and truly cared for. Obviously a child whose emotional needs are not being met through the development of secure and positive relationships with caregivers, will focus more on get ting those needs met than on exploring and learning.Research on what helps children be successful at school, carried out by Heart Start through the â€Å"Zero to Three† organization, emphasises the need for children to be curious in order to learn. The research identified seven characteristics of successful learners, and among them, curiosity. Infants and toddlers have a natural, healthy curiosity, a trait that should be encouraged in a safe way by their caregivers, as it is vital for their confidence, self-esteem and learning. Those children who do not develop secure attachments to their caregivers will be less likely to show this lively curiosity in their world.Helen Raikes has described in her 1996 article, A Secure Base for Babies: Applying Attachment Theory Concepts to the Infant Care Setting, how babies that had developed secure attachments were more likely to explore their surroundings, join in with play and interact with the adults in the setting. These infants know t hat they can look back and â€Å"return to base† if need be. It was the British psychiatrist, John Bowlby who identified four stages of attachment of the child to the mother or the primary caregiver.He noted that during the third stage, (between the approximate ages of 7 and 24 months), infants often develop a strong attachment to the primary caregiver and may develop â€Å"separation anxiety† if that caregiver is replaced by someone else. Continuity of the caregiver, the development of a consistent, caring relationship with one person, is therefore very important for infants at this stage, as they may experience much trauma if a change of caregiver takes place at this time. However, the first characteristic of successful children, identified by the Heart Start research, was that of confidence.Children’s feelings of competence and confidence develop as a result of secure, positive relationships with their caregivers. Also, the confidence that comes from having a clear sense of their own identity means that children are more likely to develop empathy and respect for others and feel relaxed and secure in the company of other adults. Confident children who can interact successfully with their peer group will more easily develop the social skills needed for their future success. Of course, co-operative interaction with others, either children or adults, will help further their learning too.But perhaps the most pressing need for the development of relationships in infant and toddler care arises through consideration of those children who come from an unstable home environment, where their emotional needs have not been met by their parents. The social and emotional growth of these children will be furthered hindered and delayed if they are then not given any opportunity to develop a continuous, positive relationship with a primary caregiver, assigned from the time of the child’s enrolment up until he or she reaches the age of three or eve n five.How can primary and continuous care be implemented in order to develop a relationship with a child? It is the responsibility of the primary caregiver to respond appropriately to the infant or toddler to ensure that their emotional needs are met. An â€Å"appropriate† response is one that makes the child feel respected, valued and cared for. Just as all relationships take time to develop, so must primary caregivers take time to really get to know the children, become aware of their personality and temperament, their likes and dislikes and body language cues.This is the first and foremost response that will help to build a relationship and ensure children’s emotional needs are met. In order to get to know children, it is important to become sensitive to the cues and messages they send out – both verbal and non-verbal. In turn, caregivers should be vigilant about their own body language cues as well as the words they use because when children become aware of negative feedback, (both verbal and non-verbal), from their caregivers it can greatly affect their self-esteem.The caregiver should aim to give positive responses to the child, using open and friendly body language, eye contact, smiles, nodding etc. Of course, this does not mean that the caregiver must always say â€Å"yes† to a child’s demands, if those demands are unreasonable or unsafe, and assertive behavior management strategies should be applied whenever they are necessary. Along with ensuring the quality of responses and care given by the primary caregiver, continuity of care can be implemented in three ways: †¢ Children can be placed in mixed age groups. This means that the children under 2.9 years of age can be cared for in the same room, as long as the requirement ratio is adhered to for the youngest child in the group. †¢ Children can be placed in groups of the same age. This ensures that when the children are ready, they and their caregivers will move to the next environment. †¢ Children can be placed in groups of the same age, and will stay in the same room. This means that the children remain in a setting that is familiar to them, while the learning materials and resources of the room change in accordance with their developmental progress.However, the concept of primary and continuous care must take into account the fact that a major amount of the childcare day is spent doing routine care giving activities, such as toileting, hand washing, eating, etc. Since these routine activities take up so much time, the development of a relationship with the child must be prioritised during these times. In their book, The Creative Curriculum for Infants and Toddlers, Dombro, Colker and Trister-Dodge emphasise that this job of building a relationship with a child should be the focus of the caregiver’s work.Although learning activities should be included as part of a quality curriculum for a child, in practice they only for m a small part of the child’s day – the majority of that day being spent doing routine activities. Therefore the â€Å"curriculum† for a child does not only consist of learning activities. If relationship building is to be given the emphasis it deserves then the daily routines need to be considered as â€Å"curriculum† too, since the majority of daily adult-child interaction takes place during these daily routines.Routine activities can be made enjoyable and fun with lots of opportunities for learning built in; the caregiver can interact with the child in a friendly and positive way during these times, showing the child that s/he is valued and respected. If caregivers are aware of the importance of building positive relationships with the children in their care then they will have no doubts whatsoever that they must work in accordance with the maxim, â€Å"relationship is curriculum†. References Dombro, A.L. , Colker, L. J. & Trister-Dodge, D. (199 9). The Creative Curriculum for Infants and Toddlers. Washington DC: Teaching Strategies. Lieberman, A. (1993). The Emotional Life of the Toddler. New York: Free Press. Raikes, H. (1996) â€Å"A Secure Base for Babies: Applying Attachment Theory Concepts to the Infant Care Setting,† in Young Children, 51 (5), 59-67. Zero to Three (1992). Heart start: The emotional foundations of school readiness. Washington DC: Zero to Three. http://www. zerotothree. org

The Dust Bowl Effect On The Great Depression - 1032 Words

The Dust Bowl’s Effect on the Great Depression The Grapes of Wrath, by John Steinbeck, pays homage to the critical impact the Great Depression had on dust bowl farmers. The growing demand for wheat products forced farmers to overgraze their property. This reduced the overall usefulness and biodiversity of the land, and attributed to the desertification of their establishments. With this, the once lush fields turned to dust, which blew away with the commencement of the severe drought in the early 1930s. Steinbeck utilizes the lives of the Joad family to depict how farmers were often forced to flee their homes in search of better jobs during this time period. Because of the stock market’s demise, no one was purchasing their crops. Banks were required to drive farmers out of their homes, as they could not afford to keep supporting them without profit. The agricultural devastation of the Dust Bowl intensified the economical impact of the Great Depression and added to the misery of the migrant workers. The wrath of nature unle ashed itself on the migrant farmers during the 1930s. During this time period, the entirety of the Midwest was plagued with drought. In fact, new scientific studies found that â€Å"the drought of the 1930s was the worst in North America in the last 300 years† (The National Drought Mitigation Center). The Earth’s surface became â€Å"a thin hard crust† (Steinbeck 1). The Great Plains were noted for their fertile soils until this ten year dry spell cursed theShow MoreRelatedThe Grapes Of Wrath By John Steinbeck1190 Words   |  5 Pageswith selling over 428,900 copies. Steinbeck, who lived through both the Great Depression and the Dust Bowl, sought to bring attention to how families of Oklahoma outdid these disasters. Steinbeck focuses on families of Oklahoma, including the Joads family, who reside on a farm. The Joad family is tested with hardship when life for them on their farm takes a corrupt turn. Steinbeck symbolizes the Great Depression and Dust Bowl, as the monster, by focusing on bringing attention to how the families inRead MoreDust Bowl of the 1930s911 Words   |  4 PagesThe Dust Bowl of the 1930’s had such an antagonistic effect on the United States economy that was already plummeting. The Dust Bowl affected the U.S economy in just about every way possible ranging from agriculture to finances including government expenses to population changes. This phenomena can be considered as one of the worst natural disasters that has affected the United States. The â€Å"Dust Bowl† was the name given to the Great Plains region that was greatly affected by drought in the 1930’sRead MoreFarming During The Great Depression1210 Words   |  5 PagesNovember 2015 Farming During the Great Depression There were many factors that caused the Great Depression. 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The problems that the people of the Dust Bowl dealt with however were not a result of the Depression as a whole but instead were the result of a combination of bad farming decisions an d a horrible drought. Even though the timingRead MoreThe Dust Bowl Essay1038 Words   |  5 PagesThe Dust Bowl The Dust Bowl was the darkest moment in the twentieth-century life of the southern plains, (pg. 4) as described by Donald Worster in his book The Dust Bowl. It was a time of drought, famine, and poverty that existed in the 1930s. Its cause, as Worster presents in a very thorough manner, was a chain of events that was perpetuated by the basic capitalistic societys need for expansion and consumption. Considered by some as one of the worst ecological catastrophes in theRead MoreThe Great Depression : The Fall Of A Nation1701 Words   |  7 PagesCollin Brunton Ms. Biondi English II 3 March 2015 The Great Depression: The Fall of a Nation The Great Depression was a hard time for America. The name fits like a glove because it was, in fact a depression. The Great Depression was crucial to American history because it changed every aspect of American life, revealed how big a power America was, and it established multiple government agencies around the world to make sure something like it never happens again. The economy was at a highpointRead MoreThe Dust Bowl1192 Words   |  5 Pagesrushed him inside. The first of many dust storms hit and the period known as the Dust Bowl began. The Dust Bowl was a brutal time period in Midwestern history; farmers were pushed off their land and forced to find new homes in new states. On a website called Drought Disasters, sponsored by Browing University, it was written â€Å"the seeds of the Dust Bowl may have been sown during the early 1920s. However, overproduction of wheat coupled with the Great Depression led to severely reduced market prices†Read MoreAmerican History : The Great Depression1688 Words   |  7 PagesBailey Jorgensen American history The Great Depression The Great Depression The Great Depression was a terrible time for people in the United States. With the stock market crash, there were many people without jobs, homes, or they didn’t have anything. Many Americans were left with nothing more than the clothes on their back and their family. Many banks and businesses had to close because on the stock market crash. Even though these times in the thirties seemed to be hard for most people, the American