Cell Phone Policy in a Public High School

• In Event: The Influence of Administration, Teachers, Technology, and Deficit Thinking on Students and Classroom Management

Abstract

The purpose of this study is to examine teachers’ experiences and perceptions of their cell phone policies created and implemented in their own high school classrooms. Four themes emerged from teacher surveys (N=71) and interviews including student challenges and learning, instructional workload, institutional culture and support, and alignment of technology with policy. Strategies described to make sure students were on task were either teacher-centered or teaching-centered. Two major recommendations for unintended technology choices emerged from teacher surveys: immediately disconnecting the student from the technology and implementing a school wide standard of respect for the adult in the room. Our findings highlight that teachers’ voices need to be heard in policy decisions impacting teachers and students.

Authors

• Dorothy Holley, West Johnston High School

• Soonhye Park, North Carolina State University