Communication is a significant part of our daily lives. Cellphones are an important channel through which communication is enhanced between individuals. Clearly, students are not permitted to carry cellphones in classrooms, as they act as a solid form of distraction for them. Having away to contact other people is an effective mode of updating teachers while in classroom. The debate as to whether teachers should be allowed to have cellphones in classroom has been a topic of discussion over some time. In the current world, using phones has disrupted studying processes in various ways, from being a versatile cheating tool for students and becoming a mode of distraction for them. Limitations drawn toward having cellphones n classrooms may seem to outweigh the positive aspects. The justification for allowing teachers to have cellphones in classrooms may be drawn from different factors, thereby signifying the need for teachers to carry cellphones to classrooms. Reports drawn have shown various instances in which teachers put their phones to positive usage while in classrooms (Bolkan and Griffin, 2017). In-built functions of cellphones have helped teachers to actively engage their students in improved studying processes. Cellphones act out as reliable timers for teachers to keep time and deliver the required information to students in time (Korma, 2015). Instead of bringing tools such as timers and alarms to school, teachers can rely on their cellphones to stick to their scheduled time. Cellphones have proven to be import reference tools for teachers while in classrooms. Cellphones can be used to carry e-books that come in handy when delivering information in their lessons. Rather than carrying heavy books and materials required to teach students, teachers can store these materials in their cellphones and deliver the required reference materials to students. Teachers have had an easy time creating and generating polls for students through their cellphones. These polls are a better way of taking register and noting the number of students attending lessons. Rather than conforming to the earlier practices of relying on sheets of papers, teachers can engage in taking polls by utilizing their mobile devices (Bolkan and Griffin, 2017). Significantly, cellphones provide teachers with an alternative way through which they can avail assignments and tests for students, while also enjoying the benefits of getting answers and marks for their students on time. Cellphones have made it easier for teachers to share homework with Fleur students by texting or emailing them instructions pertaining the work they are supposed to do (Nikou and Economides, 2019). This has reduced the amount of paperwork being used in printing and distributing homework to students. Teachers can actively engage students in classwork and homework, while also having a chance to text the assignment details to parents and guardians (Korma, 2015). The level of cellphone usage among teachers while in classrooms ought to be restricted to activities that link to the lessons being taught be these teachers, and not drifting to other aspects that fall out of classwork. Allowing teachers to use cellphones in classrooms creates more interactive learning, through which teachers can interact with students and their parents, thereby updating them on classroom activities and other significant school activities. Cellphones enable teachers to provide advanced teaching methods for students, while engaging them on an interactive school activity. Cellphones allow teachers to keep track of their daily requirements while attending to lessons in classrooms. Having a convenient mode of communication allow teachers to pass important information to their students, thereby appreciating the modern form of communication and advancement in teaching practices. References List Bolkan, S., & Griffin, D. J. (2017). Students’ use of cell phones in class for off-task behaviors: The indirect impact of instructors’ teaching behaviors through boredom and students’ attitudes. Communication Education, 66(3), 313-329. Kiema, K. I. N. J. O. (2015). As schools lift bans on cell phones, educators weigh the pros and cons. NEA Today. Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587-600.

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