A powerpoint/webquest on cell phone use in the classroom.

1. Student Page Digital Citizenship
Cell Phones Used in School
Title For Educators
Introduction Designed by
Task Danielle Eggeman
Process dee11@zips.uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
Introduction
Title Cell phones have become more and more resourceful in these last
few years with being able to take pictures, videos, and also accessing
Introduction the internet, not to mention being able to talk to anyone at almost
Task anytime. This makes them a pretty nice tool to have around but is
the classroom really a place that students should have them
Process
around? Some would say yes while others would say no. In this
Evaluation webquest we will look at different opinions and explore the good
Conclusion and bad influences cell phones have on students.
Credits

3. Student Page
The Task
Title For this assignment I will put you into groups and each
Introduction group will debate a side of cell phone usage in the
Task classroom. As a part of this you as an individual will
need to write couple of paragraphs based on your own
Process
opinion about cell phones in the classroom and also
Evaluation
answer the questions to the case study number seven.
Conclusion
Credits

4. Student Page
The Process
*To accomplish the task, I will first split you into your groups and then assign
Title
you either for or against the use of cell phones.
Introduction *Next you and your group will need to decide how you want to debate your
information are you going to use power point, stand and talk about it, make
Task posters etc. Any combination of things could work just be sure to present your
Process side of the argument clearly.
*After that you and your group need to do some research and find
Evaluation information regarding your case. Also you can be looking for any information
that will help you in your own paper as well.
Conclusion
*Once the information is gathered and put together I will have you present.
The individual paper and case study will be turned in 2 days after just in case
anything in the debate may have changed your mind or could help you in your
paper.
http://www.bamaed.ua.edu/edtechcases/
http://www.youtube.com/watch?v=_A-
ZVCjfWf8&feature=player_embedded
http://newyork.cbslocal.com/2011/10/19/ne
w-milford-high-school-has-students-using-
cell-phones-as-mobile-learning-devices/
Credits

5. Student Page
Evaluation
CATEGORY 4 3 2 1
Information All information Most information Most information Information had several
Title presented in the debate presented in the debate presented in the debate inaccuracies OR was
was clear, accurate and was clear, accurate and was clear and accurate, usually not clear.
Introduction thorough. thorough. but was not usually
thorough.
Use of Facts/Statistics Every major point was Every major point was Every major point was Every point was not
Task well supported with adequately supported supported with facts, supported.
several relevant facts, with relevant facts, statistics and/or
Process statistics and/or
examples.
statistics and/or
examples.
examples, but the
relevance of some was
questionable.
Evaluation Presentation Style Team consistently used Team usually used Team sometimes used One or more members
gestures, eye contact, gestures, eye contact, gestures, eye contact, of the team had a
Conclusion tone of voice and a tone of voice and a tone of voice and a presentation style that
level of enthusiasm in a level of enthusiasm in a level of enthusiasm in a did not keep the
way that kept the way that kept the way that kept the attention of the
attention of the attention of the attention of the audience.
audience. audience. audience.
Rebuttal All counter-arguments Most counter- Most counter- Counter-arguments
were accurate, relevant arguments were arguments were were not accurate and/
and strong. accurate, relevant, and accurate and relevant, or relevant
strong. but several were weak.
Organization All arguments were Most arguments were All arguments were Arguments were not
clearly tied to an idea clearly tied to an idea clearly tied to an idea clearly tied to an idea
(premise) and organized (premise) and (premise) but the (premise).
in a tight, logical organized in a tight, organization was
fashion. logical fashion. sometimes not clear or
logical.
Understanding of The team clearly The team clearly The team seemed to The team did not show
Topic understood the topic in- undestood the topic in- understand the main an adequate
depth and presented depth and presented points of the topic and understanding of the
their information their information with presented those with topic.
forcefully and ease. ease.
convincingly.
Respect for Other All statements, body Statements and Most statements and Statements, responses
Team language, and responses were responses were and/or body language
responses were respectful and used respectful and in were consistently not
respectful and were in appropriate language, appropriate language, respectful.
appropriate language. but once or twice body but there was one
Credits language was not. sarcastic remark.

6. Student Page
Conclusion
You have now heard both sides of whether or not students should use cell
Title
phones in the classroom hopefully you have learned some positives and
Introduction negatives about the situation and based your opinion on the facts and not just
the fact that you would like to use your phone during class. Cell phones are
Task very helpful there is a time and place for them and the classroom is not one of
Process them.
Evaluation
Conclusion
Credits

7. Student Page
Credits & References
Google images for all the images shown
Title
Introduction
http://newyork.cbslocal.com/2011/10/19/ne
Task
w-milford-high-school-has-students-using-
Process cell-phones-as-mobile-learning-devices/
Evaluation
Conclusion http://www.youtube.com/watch?v=_A-
ZVCjfWf8&feature=player_embedded
Credits