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persuasive.docxRunning head: PERSUASIVE SPEECH OUTLINE
PERSUASIVE SPEECH OUTLINE 2
Topic: Use of cell phones in schools by students.
General Purpose: To persuade
Specific Purpose: To persuade my audience to be in agreement with my view that cell phones should be allowed in schools and take part in championing the realization of this course.
Thesis: Cell phones have always been used by students in their daily lives for a long period now. Despite this fact, some public schools still prohibit the use of these gadgets in their schools. It is beneficial when students embrace technology at a younger age. Therefore, they should be allowed to use cell phones in schools.
I. Introduction
Cell phones have always been used by students in their daily lives for a long period now. Despite this fact, some public schools still prohibit the use of these gadgets in their schools. It is beneficial when students embrace technology at a younger age. Therefore, they should be allowed to use cell phones in schools
Technology is becoming more dynamic and its use being realized in almost all spheres of life. The field of education has not been left behind; in fact, it can be safely argued that this field has benefited the most from technological advancement (Nielsen & Webb, 2011). Many young people are contributing to the advancement of technology and the more they are exposed to it at a younger age the better.
Nevertheless, the use of cell phones in schools has always been a contentious issue. Educators and policy makers have always had a divided opinion on this issue for a long time (Kolb, 2011). It is an issue that requires the contribution from a broad perspective and informed stakeholders. It is my belief that you are part of these informed stakeholders that their informed and objective opinion is important.
II. Body
The 21st century is a technological world that even students and academicians should embrace. It is time to appreciate the power of technology. Allowing students to use it will reduce their chances of shifting focus on their cell phones over academic work. They will integrate the ability to study using the phones. Nonetheless, some institutions are now changing their rigidness by allowing the usage of cell phones by students in schools. For examples, New York is the largest population of students and many in the entire country and has a total of 1.1 million students. Initially, it had maintained a ban on cell phones in schools since 2006 since Bloomberg’s tenure as the governor. De Blasio advocated for change in this policy, and New York has now allowed cell phones in schools (Singer & Singer, 2012). Prohibiting the use of mobile phones in schools involves not allowing students to either come to school with phones, use phones in class or putting stringent regulations that make having a cell phone in school meaningless (Bruce, 2012).
Schools and individuals subscribe to the different school of thoughts as to why they do not allow students to have cell phones in schools. One of the main reasons is the aspect that students would become irresponsible if allowed to have cell phones. In reality, students can always learn to be responsible. Putting measures that regulate on sites the students can visit as well as punish those misusing the cell phones while in school. If they can be allowed to have phones they can be taught on how they can behave in a responsible manner with the phones (Maguire, 2010). Another reason some schools have found it difficult to allow cell phones in schools is always the narrow focus on negative distraction caused by social media.
With stringent rules and regulations, the students will not access social media during school hours. It is a problem that could have been solved a long time ago, but the lack of flexibility and broadmindedness of policy makers makes us still debate and find the solutions to this issue. Some do not believe in change and the reality of the potential of technology.
The first solution to managing the divergent views over allowing students to use cell phones in schools is acknowledgment and recognition of the power of technology in education. Students can utilize the opportunity to explore their ability to make use of technology to solve problems. Innovators had a dream of making life more enjoyable and easier with their inventions (Haugen & Musser, 2007).
Those people who understand the power of technology should rise up and advocate against the prohibition of cell phone use in school. Some of the advocacy approaches include volunteering to demonstrate to school authorities the academic significance of cell phones (Subrahmanyam & Šmahel, 2011). Also, develop outreach programs to high schools to teach students about using technology responsibly is vital.
Another aspect is engaging decision and policy makers online through discussion forums, writing opinions both in print and online newspapers. They can be invited to schools and be engaged in constructive conversation about this topic so that they can see the need to allow the use of phones in schools. These activities will not cost much.
III. Conclusion
In the light of the above, the benefits of allowing students to use their cell phones in schools supersede the limitations. It is time students are prepared for the world that requires them to be responsible for their actions. Having students use cell phones when carrying out their academic responsibilities are a step towards imparting the moral obligation of principles and responsibility. The power of technology cannot be ignored hence prohibiting cell phones in schools can be a reserved way of embracing technology. However, it might be hard to have students use the cell phones constructively in the beginning but with viable and effective measures, they can achieve the goal.
References
Brady, K. (2012). Technology in schools. Thousand Oaks, Calif.: Sage Publications.
Bruce, S. (2012). A double-edged sword. Honolulu, Hawaii: East-West Center.
Haugen, D., & Musser, S. (2007). Technology and society. Detroit: Greenhaven Press.
Kolb, L. (2011). Cell phones in the classroom. Eugene, Or.: International Society for
Technology in Education.
Maguire, C. (2010). Policy and curriculum recommendations for student cell phone use.
Nielsen, L., & Webb, W. (2011). Teaching generation text. San Francisco, CA: Jossey-Bass.
Singer, D., & Singer, J. (2012). Handbook of children and the media. Los Angeles: Sage.
Subrahmanyam, K., & Šmahel, D. (2011). Digital youth. New York: Springer.
