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1.

Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 1
James Chong

Dr. Lance-Langdon

Writing 39C

August 13 2018

Technological Distraction in the Classroom: The Solution

Just 7 years ago, only 41% of each household in the United States, owned a

smartphone, and now, just last year that number has shot up to 95% (Rideout 3). The growing

issue with mobile technology is not the convenience or the benefits that come with it, rather the

influence it has on the younger generation that changes the way they behave and the way the

think. Technology may not seem all that bad

considering is has provided the education with system

online courses, homeschooling, and resourcefulness,

but in actuality only 3% of all digital media time is spent

on creating and expanding the mind (Rideout 13). As

Generation Z ages with technology, it is prevalent in many correlational studies as well as

theorists that the use of social media, mobile devices, and the internet negatively affects the

development of the adolescent brain and thus changes their behavior and hinders their

educational experience for three main reasons: a dependence on others through posts, a loss of

long-term gratification from notifications, and a loss of attention span from addiction.

The problem is a one that goes beyond the classroom and is integrated in the everyday

lives of teenagers and students. The use of social media encourages insecurity and addiction.

The function of a “like” is used to boost the self confidence and happiness of the user or owner

of the post. In fact, a survey done by News Statesmen says that 89% of all user say that “likes”
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 2
give them happiness. As users continue to post and receive attention via “likes”, they will begin

to loose their own sense of internal satisfaction in their experiences, including school work. They

will not feel self-accomplished if they base their gratification on “likes”. In fact, since the release

of social media and mobile smartphones, depression rates have risen 58% for women and it

happens that women use social media 3 times more than men (Walton, Rideout 14). Using

social media and phones in moderation would reduce the pressure for teenagers to constantly

post and receive “likes”.

In addition to the usage of social media, it was briefly mentioned earlier that phones are

addicting. This is nothing far from the truth. The nature of a cellular phone and the notifications

that come with it are without a doubt addicting. The New York Times surveyed teenagers, and

72% said that they have an urge and are pressured to respond to messages or notifications

right away (Homayoun). It is simple, whenever a “notification” is sent, the human mind releases

endorphins, the chemical directly in charge of motivation and reward, which triggers happiness

instantly (LaFata). This leads to the user to respond to the notification, which may result in

another notification; thus, the loop of phone addiction continues. Because the short term

happiness from notifications are easy to obtain, users will be fixated on gaining happiness

quickly, and will not see the satisfaction from completing long-term goals and aspirations.

Students, addicted, will fail to reap the long term benefits of starting an assignment early,

working hard on it, and receive their desired grade. In other words, addicted students rather use

their phones.

Addicted users actually have a chemical effect in their brain. Dr. Hyung Suk Seo from

Korea University, did research on addicted teens, in which he concluded that the area for the

top-down attention control, gray matter, was smaller in addicts. Their GABA receptors and
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 3
balance were also unstable, resulting in anxiousness as well as moodiness (LaMotte). This

directly correlates to the amount of control a user will have over

their own attention, in this case, addicted users will have a

smaller attention span to pay attention in class, or anything

other than their phone.

In short, allowing students to be addicted to their phone

is like putting a bullet through their head.

From another perspective, many others will argue that

mobile technology has done nothing but benefit the education sector. To start off, the use of

tablets are much cheaper than a laptop or desktop, and it is much more mobile. Mobile cell

phones also have use in the classroom. Because most students have cellular phones, it is

simple for students to set reminders or take pictures

when needed. For example, if a teacher writes down

review material or important dates on the classroom

board, is is as easy as a picture for the student to

remember such dates. In addition, assuming the majority

of a classroom will have a mobile phone, the classroom

can engage in “Kahoot”, an online quiz website. Many

teachers have utilized the website because it allows for the whole class to participate at the

same time and receive feedback instantaneously. Given that there is benefit in the classroom

with phones, there are negatives as well. The main issue that teachers struggles with phones

are cheating and distraction.


1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 4
The issue with phone usage is ever-expanding, however, this project will focus on

finding a solution for the problem inside the classroom that can still reap the benefits of having

technology, but eliminating the negative side effects.

After a great deal of research, a phone box is the most cost effective, benevolent

solution. The issues listed above are the effects of addiction and excessive phone usage, which

can not be controlled outside of the the classroom. However, the phone box is aimed to reduce

the amount of screen time per day to lessen the effects described above, as well as benefit

student’s educational experience with the absence of a phone.

What exactly is a phone box? Well, a phone box is a box, cabinet, or area in which

students will put their phone in for the duration of a class period. The phones will be placed

there at the beginning of the class and retrieved at the end. The phone box is used to a

teachers desire, meaning that phones can be taken out when a teacher chooses. This flexibility

allows for the teacher to let their students have access to their phones when needed in an

academic setting or a break. The phone box will effectively reduce screen time when students

are in class, as well as prevent students using their phone as a distraction.

What is causing the urgent issue to prevent students to use their phone in the

classroom? To give the most in depth reason of why a phone box is the best solution for the

issue of phones in class and their negative effects, a CCCFC evaluation (Causation, Coverage,

Cost/Benefit, Feasibility, and Comparison) will be used as a structure for this project.

Teens average 9 hours consuming media a day,

and children from 8 to 12, 6 hours (Tsukayama). That is

more than a fourth of their day, including sleeping. School,

on average is 8 hours a day, and the average teenagers


1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 5
gets 7 hours of sleep at night (Nationwide Children’s Hospital). This means that either the

remaining time of the day other than school is spent entirely consuming media, or there is an

overlap where students use their phones during school. The latter, would be correct. According

to a survey done by The Atlantic, 94% of all students use their phones in class, whether it be

academic or socially. 54% in the 94% however, say to be using social media or texting friends in

class. Even worse, in another survey done by CBS News 35% admit to using their phones to

cheat during a test. 80% of all the students however, do use their phone for academic purposes

whether it be accessing an online textbook or taking pictures of a powerpoint (Kelly). Given the

statistics above, the usage of phones in class are both beneficial and detrimental. These

statistics are all the reason for the use of a phone box. A phone box will not only decrease the

6-9 hours of screen time in a student’s day, but flexibility of phone usage by control of the

teacher will prevent students from using their phone to cheat, text, or use social media, all the

while letting them still use the phone for an online textbooks or powerpoint.

How will the phone box cover the students in the education system? As the

phonebox is implemented in the classroom, all the students in the classroom with the phone will

be affected. Larger classrooms and lecture hall would be more difficult for a larger box would be

needed. For this reason, the phone box solution is guided towards high school, middle school,

and elementary schools where the class sizes are below 35. The issue is not who is covered,

rather HOW will it be implemented TO cover the students. Standardizing a curriculum or an idea

with in a education is simple, with in the same intuition it is. For example, if an elementary

wanted to implement the phone box, it would be simple to propose the box to the school board

for the school. If the proposal passes, the school would have to ask for permission from their

district office. Assuming it passes, those covered are only the students in elementary school. To
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 6
take even it farther, one would have to bring it up to the district office, then the county office, and

then the state’s department of education, and after that the U.S. Department of Education. It

would be difficult to standardize the phone box, but so is every other idea in the education

system. However, many teachers have already implemented the phone box, without the need of

contacting any high authorities and here is why.

How feasible is the phone box? In reality, many elementary school teachers along

with secondary school teachers have already utilized the phone box in their classrooms without

consent of higher authorities. Many would also argue that the phone box is a grey area because

the teachers are taking the students belongings without permission. However, this is legal

because of the “In Loco Parentis” case in 1985 with New Jersey vs. T.L.O. The case stated that

when a minor goes to school, the teachers are acting as the student’s guardian or parent during

the duration of the class (Education Law). This means that teachers are allowed to withhold the

possessions of students if they see fit, in this case cell phones. The case for universities are

different, however. Because the students are over 18, the “In Locus Parentis” clause is no

longer in effect, so it would be illegal to take the students’ phone. But, students are in class and

in college for their own interest of learning, so it would be the students own integrity to give their

device to the box to enable a better learning environment. Other solutions such as a class set of

tablets and phones and even an internet proxy that stops students from accessing unacademic

websites would be much more costly as well as more difficult to set up. The phone box itself is

as simple as it sounds, there is no need for any extra technical set-up and is extremely cost

efficient for its benefit.

Is the phone box cost effective? Yes. The phone box itself is only an idea, not a

cabinet or box that a teacher has to purchase. Many teachers have already creatively set the
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 7
phone box up. For example, some teachers simply draw lines on the white board with number

inside them and make the students put the phone on the edge where

the markers for the board would go. This particular box is completely

free and serves the same purpose as a phone cubby built into a wall.

The simplicity of the phone box keeps the concrete materials low,

making it cheap to construct while allowing the teachers to fully take

advantage of its benefits. Because the phone box is an idea, the

creation of it is extremely flexible and up to the teachers’ discretion,

which ultimately makes it cost efficient for the price.

How does the phone box compare to other solutions? After through research, two

other solutions were found: the class set and internet restriction. The class set is simply a set of

tablets, phones, or laptops that each student will have when it is time for using technology in the

class. The set’s device will be monitored as well as restricted in order to keep the students on

task. The internet restriction is what the name entails. The internet will have a proxy that does

not allow students to access certain websites that are not appropriate. In comparison to the two

solutions, the phone box is not only easier to implement, but it is much more economical. The

phone box does have its disadvantage due to possible theft between the students. With the

other two solutions, the internet restriction simply cannot be stolen, and the class set’s are

monitored and restricted as well. However, seeing the student that had their phone stolen every

time there is a class does act as a barrier.

Many have sided with the option of an internet restriction, and many schools have this

implemented already. Theoretically, students can no longer use their devices because the

internet will not allow them to connect to social media, video games, or unacademic streaming
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 8
sites. There are many issues with this restriction. Because it is a program that filters the

websites, there will be many sites that are not appropriate and not restricted as well as many

appropriate but restricted sites. For instance, the book “Moby Dick” is blocked very frequently

even though it is a important piece in English literature

(https://smallbusiness.chron.com/disadvantages-internet-censorship-28293.html). It should also

be noted that internet restriction does violate learning rights. Many pages exercise their right of

the first amendment, “free speech”, to express their thoughts and feelings about a certain topic,

but blocking it is considered violating the rights of the webmaster. It is important to note that the

internet IS protected by free speech. Lastly, the internet restriction’s largest flaw is that it only

controls the provided internet. In today’s time, all smart phones are required to have a data plan,

most of them being unlimited. Student who wish to side track and surf the web freely can do so

by the push of a button. Providers do not block any website, and students can use their

unlimited data plan with ease: they simply turn off their wifi. More importantly, the internet

restriction still allows the usage of a phone, regardless of what the use is. Phones have proved

time and time again that they are extremely distracting. In fact, schools in Texas were sick of

phones and set strict policies banning phones. And the results? A 6% increase in test scores

and data that indicates the same results as increasing the school year by 5 days or an extra

hour of class per week (Kedmey). This proves that the existence of phones, regardless of the

internet, has a negative effect on the students’ education. This begs to ask the question, why

not just ban phones completely? In fact, just recently on August 1st, 2018, France lawmakers

voted to ban phones for students 15 years and under at school(Kelly). However, it turns out that

of schools that ban phones, 58% of students continue to use their phone (Gaille). In addition, no
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go? 9
phones means that students cannot use their phone in a positive manner, discouraging the use

of phones entirely.

What can be expected from the phone box? Personally, in the junior year of high

school, my AP psychology teacher had implemented the phone box herself. I knew, everyone

knew, Mrs. Tevlin knew, that there was a high percentage of cheating in that class. The grades

were so high for each test that she had to curve the scores down because, frankly, she was too

lazy to do anything about it. However, once the district started sitting in on her classes, she set

up the phone box. The test scores immediately dropped to a new low, but slowly week after

week students, including me, began to study and actually grow an interest in the topic. As

weeks came, the class’ scores rose naturally and so did our confidence for the AP test.

Everyone passed with a 4 or higher. It goes to show that removing phones had a positive impact

on our interests and our grades. It removed our distractions (we all played games together in

class) and gave us a reason to pay attention in the lectures. The solution of the phonebox

acknowledges that phones are distractions despite bans and understands that phones can be

helpful. Classes with phones boxes hope to see less screen time, more hands-on learning with

social interaction, and ultimately a higher educational performance with in students.


1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go?
10
Works Cited

“Deciding When to Give Your Child a Mobile Phone.” Popative, 24 May 2017,

www.popative.com/deciding-give-child-mobile-phone/.

“In Loco Parentis.” Education Law, usedulaw.com/345-in-loco-parentis.html.

“Sleep in Adolescents.” Nationwide Children's Hospital,

www.nationwidechildrens.org/specialties/sleep-disorder-center/sleep-in-adolescents.

Gaille, Brandon. “11 Cell Phone Use in School Statistics and Trends.”

BrandonGaille.com, 30 May 2017, brandongaille.com/cell-phone-use-school-statistics-and-

trends/.

Homayoun, Ana. “Is Your Child a Phone 'Addict'?” The New York Times, The New York

Times, 17 Jan. 2018, www.nytimes.com/2018/01/17/well/family/is-your-child-a-phone-

addict.html.

Kedmey, Dan. “Test Scores Rise After Cell Phones Banned From School.” Times, The

Times Magazine, 12 May 2015,

This popular article explores the results of what happened when schools posed strict
rules on phones and banned them. The number one find was that test scores rose 6% after
phones were strictly banned from schools. It claimed to be equivalent to 1 extra hour in school
with the absence of phones. The article was written for regular Times readers as well as people
interested in the influence of technology. Dan Kedmey is a journalist for The Times Magazine.

LaFata, Alexia. “Generation Notification: Why Our Brains Literally Love Notifications.”

Elite Daily, Elite Daily, 20 June 2018, www.elitedaily.com/life/generation-notification-science-

behind-notifications-obsessed/866812.

This popular articles is written to be posted on Elite Times. It talks about the biological
side of social media. It speaks about how human brains are wired to like social media via the
release of multiple chemicals, the major one being dopamine. LaFata continues to explain that
being addicted to phones will lead to social awkwardness as humans will be conditioned to
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go?
11
interact with their phones rather than humans. LaFata is the Senior Editor at Elite Times and a
graduate from Boston College.

LaMotte, Sandee. “Smartphone Addiction Could Be Changing Your Brain.” CNN, Cable

News Network, 1 Dec. 2017, www.cnn.com/2017/11/30/health/smartphone-addiction-

study/index.html.

This popular article addresses the new form of phobia, “Nomophobia”, short for no
mobile phone phobia. LaMotte summarizes many researches done about phone addiction. The
main one being the brain's chemistry in a person who is already addicted (set by guidelines in a
nomophobia questionnaire). GABA in a person brain who is addicted are too high, and it slows
down neuron firing in the brain. Too much GABA and attention span will be shorter. LaMotte is a
journalist for CNN and the CEO of Health Trust Media, LLC.

Lenhart, Amanda. “Teens and Mobile Phones Over the Past Five Years: Pew Internet

Looks Back.” Pew Research Center: Internet, Science & Tech, 19 Aug. 2009,

www.pewinternet.org/2009/08/19/teens-and-mobile-phones-over-the-past-five-years-pew-

internet-looks-back/.

Lesgold, Alan, et al. Evaluating Educational Technology: Effective Research Designs for

Improving Learning. Teachers College Press, 2003.

This scholarly book focuses on seeing the effects of educational technology to students.
The chapter cited however, is “Detecting Technology’s Effects in Complex School
Environments”. This chapter talks about how students will simply just study for a test to pass it,
without understanding the concept or and depth of the subject. Lesgold proposed a maturity
model, an innovation that adapts to the user. His program has adaptability and will test students
based on how they do during the exam or program itself. He claims that it will improve outcomes
for lower-income households. Lesgold is the educational psychologist and dean for the
University of Pittsburgh School of Education.

Novotney, Amy. “Procrastination or 'Intentional Delay'?” Monitor on Psychology,

American Psychological Association, www.apa.org/gradpsych/2010/01/procrastination.aspx.


1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go?
12
Kelly, Makena. “France Bans Smartphone Use in Schools.” The Verge, The Verge, 1

Aug. 2018, www.theverge.com/2018/8/1/17640476/france-bans-smartphone-cellphones-school-

emmanuel-macron.

Kelly, Rhea. “Survey: 94% of Students Want to Use Their Cell Phones in Class.”

Campus Technology, campustechnology.com/articles/2017/12/12/students-want-to-use-their-

cell-phones-in-class.aspx.

This popular article talks about the usage of cellphones in the class. Rhea has done her
research and found many statistics on the percentages of cellphone usage by teenagers in
class. This includes how many use their phone in class, if they use it for social media or class
work, to check in for class, etc. The article is targeted to the readers of campus technology as
well as those interested in the teenagers’ use of phones in the classroom. Kelly Rhea is the
executive editor at 1105 Media.

Poland, Ashley. “The Disadvantages of Internet Censorship.” Small Business -

Chron.com, Chron.com, 21 Nov. 2017, smallbusiness.chron.com/disadvantages-internet-

censorship-28293.html.

Rideout, Vicky. “The Common Sense Census: Media Use by Tweens and Teens |

Common Sense Media.” Common Sense Media: Ratings, Reviews, and Advice, Common

Sense Media, 3 Nov. 2015.

The scholarly article and report talk about the research that Rideout has conducted and
the conclusions drawn from them. Most importantly, Rideout surveyed over 2,500 tweens and
teens (8-12) about what media they enjoyed using the most, and how they accessed it. This
directly relates to my questions as he addresses the issue in his key findings sections of the
paper. The article was published in 2017 and Rideout does research on a national scale for
children, technology, and low-income families. The audience would be other scholars in the
same research field and at the Northwestern University.

Rideout, Vicky. “Media Usage by Kids Age Zero to Eight.” VJR Consulting , 2017,

vjrconsulting.com/children-media/.
1. Is it clear that I am trying to address the usage of phones in the classroom, not just the
phone as a distraction?
2. My supporting paragraphs mainly, coverage and cost benefit, do not have much hard
evidence or citations. There is not much evidence to show there, what should I do or is it
ok the way it is.
3. I tried to avoid patchwriting in parts where I wanted to integrate the statistic smoothly,
how did it go?
13
The article and report talks about the research done, which was the parents of kids
between 0-8 monitoring their child and documenting the amount of time in which the child was
engaged in media and what devices they used to access it. This includes watching TV, video
games, and virtual reality. This article was also published in 2017 at the Northwestern
University. Rideout is a professor at the university, and this article has been published to gain
the attention of scholars as well as many news outlets such as CNN and USA Today.

Tait, Amelia. “‘Both Hugely Uplifting and Depressing’: How Do Social Media Likes Affect

You?” New Statesman, 26 Jan. 2017, www.newstatesman.com/science-tech/social-

media/2017/01/both-hugely-uplifting-and-depressing-how-do-social-media-likes.

This article did a research study on social media and likes and the happiness that comes
along with the user. They list out many statistics about how people value likes, how many
people want more likes, how many people get jealous of likes, etc. Written to the readers of
News Statesman, the article was written by Amelia Tait, the digital culture writer for News
Statesman's tech sector. This article provides a realization that much of the modern population
values likes and are somewhat attached to their social media and image.

Tsukayama, Hayley. “Teens Spend Nearly Nine Hours Every Day Consuming Media.”

The Washington Post, WP Company, 3 Nov. 2015, www.washingtonpost.com/news/the-

switch/wp/2015/11/03/teens-spend-nearly-nine-hours-every-day-consuming-

media/?utm_term=.6782c7746be2.

This popular article talks about the research the Common Sense Media had done and its
analysis on it. Hayley Tsukayama talks about how the recent emergence of the phone and the
correlation is has with teenagers and screen time are negative effect on their behavior. She
emphasizes that addiction is a large part of the screen time. The intended audience are the
normal readers of The Washington Post as well as people who are interested in teenagers
screen time. Tsukayama is a reporter for The Washington Post that covers consumer
technology.
Walton, Alice G. “Phone Addiction Is Real -- And So Are Its Mental Health Risks.” Forbes,

Forbes Magazine, 27 Jan. 2018, www.forbes.com/sites/alicegwalton/2017/12/11/phone-

addiction-is-real-and-so-are-its-mental-health-risks/.

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