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Mobile Phones, Children and Young People, and Policy Responses. Case Studies from Australia and Japan. Damien Spry Institute for International Studies UTS email@example.com http://web.mac.com/damienspry/Site/Welcome.html. Part One. Digital Youth and Risk. Who said this? When.
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Institute for International Studies
Digital Youth and Risk
‘Children today are tyrants. They contradict their parents, gobble their food, and tyrannize their teachers’
Mobile Youth in Australia, and elsewhere
“Something happened on the bus and I got off two stops too late.… But I thought okay so what am I going to do. So I ended up walking somewhere to a phone and ringing Mum up and said oh, I’m kind of at Sutherland. She said ‘why are you at Sutherland’ and I said ‘I don’t really know’. She said ‘okay that is enough, I’m getting you a mobile phone.’ So I got one last year.”
Once upon a time, the problem of students scribbling notes under the desk and surreptitiously passing then around the classroom was the bane of a teacher’s existence.
Oh, we wish that problems were still as simple! Today, with mobile phones
being the essential accessory of all 10+/- year olds, the problem of texting to other students in the room, in another class, to anyone in the world, is all pervasive.
Together with this use of new technology, comes a whole new set of problems relating to access rights, privacy and harassment.
Schools and colleges can make reasonable rules about what students can and cannot bring to school. They can ban anything which is illegal, dangerous or is likely to cause disruption or harm to the smooth running of the school and the education of other students.
The use of mobile phones and similar electronic devices in class can be disruptive to the learning environment of students and should be discouraged. It is acknowledged however that in some circumstances such devices can be appropriately incorporated into the learning program.
Schools which decide to allow the use of mobile phones at schools should clearly and regularly advise students, parents and guardians of their expectations with regard to these devices (p.1)