Back To School But Not To Screens: States Ramp Up Cellphone Bans

Work has been easier for public high school teacher Brian Kerekes since last August, when he first experienced the impacts of a newly enacted Florida law to restrict students' cellphone use during class. The longtime statistics instructor, who started a new school year on Monday, now spends less time circling the classroom policing students and more time educating them on how to gather and interpret data.

Before Florida passed the ban in May 2023 - becoming the first of at least eight U.S. states to prohibit or restrict cellphone use in schools - phones proved a constant disruption in Kerekes' classroom at Tohopekaliga High School in the central Florida city of Kissimmee.

"Students were either using them to talk to someone in a different class or talk to someone on the other side of the room or just to zone out, get on TikTok or whatever," Kerekes, who's been a teacher for 17 years, said in an interview.

Fellow teachers nationwide face the sarne challenge, which explains why more states and districts are moving to limit or outright ban cellphones in the classroom, and even during the school day altogether. [ ... ]

The rules will look different from state to state and district to district, but all stem from the sarne concerns.

Seventy-two percent of high school teachers cite cellphones as a major distraction in the classroom, according to a fall 2023 Pew Research Center study. Educators also worry that constant access to social media can adversely impact kids' mental health. [ ... ]

U.S. Surgeon General Vivek Murthy went so far as to issue a health advisory last year, warning that enough evidence exists to show social media can be unsafe for children and teens. "We are in the middle of a national youth mental health crisis," he said, "and I am concerned that social media is an important driver of that crisis, one that we must urgently address."

While social media can connect kids, make them feel less alone and offer an entertaining and creative outlet, it also exposes them to harmful content, Murthy pointed out in the advisory released by the U.S. Department of Health and Human Services. And, as educators such as Kerekes note, some students use their phones to bully fellow students online during the school day, and in the most extreme cases, to set up fights and film them. The hope is that cellphone bans will reduce such incidents. Kerekes said he's hearing they have.

Fonte: KATZ, Leslie. Back To School But Not To Screens: States Ramp Up Cellphone Bans. Forbes, 13 ago. 2024. Disponível em: https://www.forbes.com/sites/lesliekatz/2024/08/13/back-to-school-but-not-toscreens- more-students-face-cellphone-bans/

Back To School But Not To Screens: States Ramp Up Cellphone Bans

Work has been easier for public high school teacher Brian Kerekes since last August, when he first experienced the impacts of a newly enacted Florida law to restrict students' cellphone use during class. The longtime statistics instructor, who started a new school year on Monday, now spends less time circling the classroom policing students and more time educating them on how to gather and interpret data.

Before Florida passed the ban in May 2023 - becoming the first of at least eight U.S. states to prohibit or restrict cellphone use in schools - phones proved a constant disruption in Kerekes' classroom at Tohopekaliga High School in the central Florida city of Kissimmee.

"Students were either using them to talk to someone in a different class or talk to someone on the other side of the room or just to zone out, get on TikTok or whatever," Kerekes, who's been a teacher for 17 years, said in an interview.

Fellow teachers nationwide face the sarne challenge, which explains why more states and districts are moving to limit or outright ban cellphones in the classroom, and even during the school day altogether. [ ... ]

The rules will look different from state to state and district to district, but all stem from the sarne concerns.

Seventy-two percent of high school teachers cite cellphones as a major distraction in the classroom, according to a fall 2023 Pew Research Center study. Educators also worry that constant access to social media can adversely impact kids' mental health. [ ... ]

U.S. Surgeon General Vivek Murthy went so far as to issue a health advisory last year, warning that enough evidence exists to show social media can be unsafe for children and teens. "We are in the middle of a national youth mental health crisis," he said, "and I am concerned that social media is an important driver of that crisis, one that we must urgently address."

While social media can connect kids, make them feel less alone and offer an entertaining and creative outlet, it also exposes them to harmful content, Murthy pointed out in the advisory released by the U.S. Department of Health and Human Services. And, as educators such as Kerekes note, some students use their phones to bully fellow students online during the school day, and in the most extreme cases, to set up fights and film them. The hope is that cellphone bans will reduce such incidents. Kerekes said he's hearing they have.

Fonte: KATZ, Leslie. Back To School But Not To Screens: States Ramp Up Cellphone Bans. Forbes, 13 ago. 2024. Disponível em: https://www.forbes.com/sites/lesliekatz/2024/08/13/back-to-school-but-not-toscreens- more-students-face-cellphone-bans/

The decline of teenagers reading is an impact on education

lf you are a teenager reading this story, you are in the minority. Statistics show that 80% of teenagers do not read for pleasure on a daily basis. lt is no coincidence that the teenage reading rate has declined as technology and social media have taken over nearly all aspects of teenage life. With the downfall of teenage reading, may come the downfall of teenage education all together.

With technology taking over the world, teenagers have all the knowledge they need and more right at their fingertips. There is no reason for people to open up nonfiction books anymore when they can simply pull out their phones and find any information on any topic. The rise of technology has also dramatically affected the amount offiction reading teenagers do as they would rather watch YouTube or keep up with their friends on lnstagram than read an all-time classic like Harry Potter or Lord of the Rings.

Speaking of all-time great books, it seems like just about every bestseller has been turned into a movie that either gives the book a bad rap or receives great reviews and overshadows the book. Why would anyone read a book for days or even weeks when they can just watch the movie in one sitting?

Teenagers have also stopped reading because of the amount of homework they are given, including any school-assigned reading. When students are forced to read particular books in school that they may not be interested in, they begin to associate reading with work instead of pleasure or entertainment. Reading books also always seems to take longer when it is one you are not interested in, which is often the case with school-assigned books.

No matter how boring teenagers find reading, its decline could have direct consequences for all teenagers and their education. Reading is a major part of school, and without the ability to read at a high-level students could find it impossible to learn anything at all. From history textbooks to English literature, reading is used in nearly every class of every school and is essential to getting a good education.

Fonte: WHITAKER, Drew. The decline ofteenagers reading is an impact on education. The Mirror, 15 dez. 2022. Disponível em: https://desmetmirror.com/11058/editorials/the-decline-of-teenagers-reading-is-animpact- on-education/

The decline of teenagers reading is an impact on education

lf you are a teenager reading this story, you are in the minority. Statistics show that 80% of teenagers do not read for pleasure on a daily basis. lt is no coincidence that the teenage reading rate has declined as technology and social media have taken over nearly all aspects of teenage life. With the downfall of teenage reading, may come the downfall of teenage education all together.

With technology taking over the world, teenagers have all the knowledge they need and more right at their fingertips. There is no reason for people to open up nonfiction books anymore when they can simply pull out their phones and find any information on any topic. The rise of technology has also dramatically affected the amount offiction reading teenagers do as they would rather watch YouTube or keep up with their friends on lnstagram than read an all-time classic like Harry Potter or Lord of the Rings.

Speaking of all-time great books, it seems like just about every bestseller has been turned into a movie that either gives the book a bad rap or receives great reviews and overshadows the book. Why would anyone read a book for days or even weeks when they can just watch the movie in one sitting?

Teenagers have also stopped reading because of the amount of homework they are given, including any school-assigned reading. When students are forced to read particular books in school that they may not be interested in, they begin to associate reading with work instead of pleasure or entertainment. Reading books also always seems to take longer when it is one you are not interested in, which is often the case with school-assigned books.

No matter how boring teenagers find reading, its decline could have direct consequences for all teenagers and their education. Reading is a major part of school, and without the ability to read at a high-level students could find it impossible to learn anything at all. From history textbooks to English literature, reading is used in nearly every class of every school and is essential to getting a good education.

Fonte: WHITAKER, Drew. The decline ofteenagers reading is an impact on education. The Mirror, 15 dez. 2022. Disponível em: https://desmetmirror.com/11058/editorials/the-decline-of-teenagers-reading-is-animpact- on-education/

The voluminous literature dealing with the idea of human progress is decidedly a mixed bag. While some of these writings are impressive and even inspiring, many of them are superficial, perhaps even ridiculous, in their reiteration (especially during the nineteenth century) of the comforting prospect that every day in every way we are growing better and better.

This kind of foolishness is manifested especially in discussions of such matters as economic, political, and moral progress, and of progress in art.[ ... ]

From time to time, there seems to be real and measurable improvement in these areas. At other times the opposite seems equally to be the case. Thus the fervent belief of writers like the French sociophilosopher Auguste Comte in the inevitability of progress in all fields of human endeavor must be viewed as insupportable. We cannot accept it any longer, even if we once thought it was true.

Progress in human knowledge is another matter. Here it is possible to argue cogently that progress is in the nature of things. "Not only does each individual progress from day to day", wrote French philosopher, mathematician, and mystic Blaise Pascal, "but mankind as a whole constantly progresses ... in proportion as the universe grows older." The essence of man as a rational being, as a later historian would put it, is that he develops his potential capacities by accumulating the experience of past generations.

Just as in our individual lives we learn more and more from day to day and from year to year because we remember some at least of what we have learned and add our new knowledge to it, so in the history of the race the collective memory retains at least some knowledge from the past to which is added every new discovery.

The memories of individuais fail and the persons die, but the memory of the race is eternal, or at least it can be expected to endure as longas human beings continue to write books and read them, or - which becomes more and more common - store up their knowledge in other mediums for the use of future generations.

Fonte: VAN DOREN, Charles. A History of Knowledge. Past, Present and Futura. New York. The Random House Publishing Group. 1991, p. XV-XVI.

The voluminous literature dealing with the idea of human progress is decidedly a mixed bag. While some of these writings are impressive and even inspiring, many of them are superficial, perhaps even ridiculous, in their reiteration (especially during the nineteenth century) of the comforting prospect that every day in every way we are growing better and better.

This kind of foolishness is manifested especially in discussions of such matters as economic, political, and moral progress, and of progress in art.[ ... ]

From time to time, there seems to be real and measurable improvement in these areas. At other times the opposite seems equally to be the case. Thus the fervent belief of writers like the French sociophilosopher Auguste Comte in the inevitability of progress in all fields of human endeavor must be viewed as insupportable. We cannot accept it any longer, even if we once thought it was true.

Progress in human knowledge is another matter. Here it is possible to argue cogently that progress is in the nature of things. "Not only does each individual progress from day to day", wrote French philosopher, mathematician, and mystic Blaise Pascal, "but mankind as a whole constantly progresses ... in proportion as the universe grows older." The essence of man as a rational being, as a later historian would put it, is that he develops his potential capacities by accumulating the experience of past generations.

Just as in our individual lives we learn more and more from day to day and from year to year because we remember some at least of what we have learned and add our new knowledge to it, so in the history of the race the collective memory retains at least some knowledge from the past to which is added every new discovery.

The memories of individuais fail and the persons die, but the memory of the race is eternal, or at least it can be expected to endure as longas human beings continue to write books and read them, or - which becomes more and more common - store up their knowledge in other mediums for the use of future generations.

Fonte: VAN DOREN, Charles. A History of Knowledge. Past, Present and Futura. New York. The Random House Publishing Group. 1991, p. XV-XVI.

The voluminous literature dealing with the idea of human progress is decidedly a mixed bag. While some of these writings are impressive and even inspiring, many of them are superficial, perhaps even ridiculous, in their reiteration (especially during the nineteenth century) of the comforting prospect that every day in every way we are growing better and better.

This kind of foolishness is manifested especially in discussions of such matters as economic, political, and moral progress, and of progress in art.[ ... ]

From time to time, there seems to be real and measurable improvement in these areas. At other times the opposite seems equally to be the case. Thus the fervent belief of writers like the French sociophilosopher Auguste Comte in the inevitability of progress in all fields of human endeavor must be viewed as insupportable. We cannot accept it any longer, even if we once thought it was true.

Progress in human knowledge is another matter. Here it is possible to argue cogently that progress is in the nature of things. "Not only does each individual progress from day to day", wrote French philosopher, mathematician, and mystic Blaise Pascal, "but mankind as a whole constantly progresses ... in proportion as the universe grows older." The essence of man as a rational being, as a later historian would put it, is that he develops his potential capacities by accumulating the experience of past generations.

Just as in our individual lives we learn more and more from day to day and from year to year because we remember some at least of what we have learned and add our new knowledge to it, so in the history of the race the collective memory retains at least some knowledge from the past to which is added every new discovery.

The memories of individuais fail and the persons die, but the memory of the race is eternal, or at least it can be expected to endure as longas human beings continue to write books and read them, or - which becomes more and more common - store up their knowledge in other mediums for the use of future generations.

Fonte: VAN DOREN, Charles. A History of Knowledge. Past, Present and Futura. New York. The Random House Publishing Group. 1991, p. XV-XVI.