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Cellphones in Schools: Addiction, Distraction, or Teaching Tool?

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“Cellphones are here to stay. More and more work is being done on these communication devices, as they morph into BlackBerries, hand-held calculators, phone banks, digital cameras, radios, and even televisions.”

So warned education professor Bruce S. Cooper and former superintendent John W. Lee as they weighed the place of cellphones in schools —back in 2006.

That was the year that an unevenly enforced 1988 ban on mobile devices in New York City schools sprang back into the public consciousness with a new crackdown . That policy was later dropped in 2015, but it seems everything old is new again. The current New York governor, Kathy Hochul, is now publicly considering a similar statewide ban, as are California Gov. Gavin Newsom and lawmakers in more than half a dozen other states. Several states, including Floridia, Indiana, and Ohio, already passed statewide prohibitions on school cellphone use in the past several years.

Cellphone technology has certainly evolved as predicted over the last few decades (well, mostly; R.I.P. to the now discontinued BlackBerry), but what about the debate over their use in schools?

The popularity of phone bans has yo-yoed in the years since, from a high of 91 percent of public schools prohibiting nonacademic use of cellphones in the 2009-10 school year (the first year the National Center for Education Statistics began tracking such data). That number dipped as low as 66 percent in 2015-16 but has since rebounded to 76 percent in 2021-22 , the latest year data are available.

Back in 2006, one fault line was already emerging between educators concerned about cellphone misuse in class and parents concerned about not being able to communicate with their children.

“Given the potential for abuse, a ban sounds logical,” wrote Cooper and Lee in their 2006 essay. “Yet, in today’s society, cellphones also serve as modern-day umbilical cords, able to link children with their increasingly busy (and worried) parents and guardians.”

If that sounds familiar, it might be because you read reporting just last month from EdWeek Staff Writer Elizabeth Heubeck documenting “ When Schools Want to Ban Cellphones—But Parents Stand in the Way .”

Of course, the debate over cellphones in school has never been as clear-cut as educators vs. parents. Dig deeper into Edweek’s Opinion advice and you’ll find countless educators taking a pro-cellphone line—at least when used responsibly.

Middle school administrator Matt Levinson saw a fork in the road ahead of teachers in a 2009 Opinion essay : “They can continue to fight a losing battle and draw harsh lines in the sand, confiscating cellphones or banning their use during school hours. Or, they can seize the teachable moment, and shift their approaches to embrace technology and engage students with these devices.”

The following year, middle school teacher Paul Barnwell reached a similar conclusion , advising readers that not only can cellphones be put to productive use in the classroom, but that failing to do so may actually be doing students a disservice. How else, he asked, can schools prepare students for the “real world”? (And if that sounds familiar, it might be because you’ve been reading modern arguments over the place of AI in schools.)

But for teachers in schools without a clear cellphone policy, finding those academic applications for smartphones amid the TikTok distractions is no easy task. You could try five tips from high school teacher Curtis White on “ Harnessing the Power of the Cellphone in Class .” Or perhaps check out education consultant Matthew Lynch’s three strict rules for classroom cellphone use .

More recently, a slew of educators shared their own strategies for curbing cellphone misuse, in response to Opinion blogger Larry Ferlazzo’s call for teacher contributions:

• Classroom Cellphone Use Is Fraught. It Doesn’t Have to Be
• Should Cellphones Be Permitted in Classrooms? Teachers Offer These Strategies
• Let’s Not Oversimplify Students’ Cellphone Use

In the past few years, several education researchers have also shared best practices on cellphone use in psychologist Angela Duckworth’s Ask a Psychologist opinion blog. Drawing on his bumpy experiences trying to set boundaries on his own 11-year-old daughter’s smartphone use, education researcher Tom Harrison offered “ 4 Strategies to Help Students Manage Cellphone Use in School .”

In another post, Duckworth reminded readers of some basic self-control tricks to help kids resist the siren song of screen time .

Psychology professor Jean M. Twenge, who dug through data from 11,000 teens to conclude that “not all screen time is created equal,” laid down some do’s and don’ts for cellphone access in the blog.

But not everyone is optimistic on finding a middle ground between endless distraction and productive learning tool. In a widely read 2016 Opinion essay , teacher Steve Gardiner had another word for his students’ relationships to their phones: addiction.

“Addiction is a strong word, but it accurately describes the dysfunctional behavior exhibited by teenagers in my high school English classroom when I ask them to put away their cellphones,” he wrote. Gardiner wasn’t calling for a blanket ban on phones—indeed, he identified some legitimate academic uses of the technology—but rather sounding the alarm on the “obsessive and dependent behavior” undergirding student cellphone misuse.

“We have incentives to promote attendance and graduation,” he concluded, “but many teenagers need help, because their bodies are in the classroom, but their minds are inside their cellphones.”

For some teachers, that cellphone dependency has gotten bad enough to sour them on the profession entirely. That’s the story of high school biology teacher Mitchell Rutherford, who decided to quit teaching in part because of the exhaustion he felt from competing with cellphones for students’ attention.

“I wasn’t emotionally available for myself or my wife,” he told Education Week earlier this month , “because I was pouring my heart into my students that I saw struggling with socializing, anxiety, and focus, which in my opinion is largely caused and certainly exacerbated by intentionally designed addictive cellphone apps.”

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Continuing Education and Accreditation Specialist

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/EDUCATION & ACADEMIC AFFAIRS
• Teaching and Learning
• Partially Remote
• Staff-Full Time
• Opening at: Jun 25 2024 at 14:55 CDT
• Closing at: Jul 10 2024 at 23:55 CDT

Job Summary:

As a member of the UW-Madison Interprofessional Continuing Education Partnership (ICEP), the School of Medicine and Public Health Office of Continuing Professional Development (OCPD) delivers accredited continuing education planned by, for, and with the healthcare team. OCPD works in collaboration with SMPH departments, UW Health, the School of Nursing, the School of Pharmacy, professional associations, and other community-based organizations that fall within the scope of the ICEP mission. We are seeking an individual who is passionate about planning and delivering high-quality, outcomes-driven, team-based healthcare continuing education for practicing healthcare professionals in an academic environment. This position is ideal for a detail-oriented planner/project manager who is meticulous about policy/procedure compliance and educational design and delivery and who enjoys identifying and introducing innovative approaches to interprofessional continuing education, creating inclusive learning environments, working in a web-based learning management system, and who is consistently on time and on budget. The successful candidate should thrive as part of a team, be self-directed, and be committed to personal and professional development. This position is primarily responsible for working with OCPD staff and subject matter experts from SMPH and community partners to manage the accreditation of continuing education activities (in person and virtual live and/or enduring educational courses, workshops, webcasts, etc.) that reach more than 70,000 health care professionals practicing in Wisconsin, nationally, and internationally. Accreditation management includes monitoring compliance with accreditation criteria, reporting, and budgets as well as building and maintaining the activity presence in our learning portal.

Responsibilities:

• 5% Researches and selects curriculum content, assists with the development of course specific materials and resources, and prepares assessment tools regarding specific programs to align with unit objectives and strategy
• 5% Disseminates course updates and newly created content with program stakeholders, solicits feedback, and alters curriculum if appropriate
• 65% Serves as an initial point of contact and facilitates cross-unit communication with colleagues and accreditation resources to obtain relevant and accurate information for the program
• 5% Directs operational logistics of specialized programming segments and communication materials under general supervision
• 20% Accreditation Compliance: Advises activity planners regarding adult learning principles, interprofessional continuing education, and accreditation compliance to maintain consistent implementation of program criteria and standards.
• Plan, implement, and evaluate a variety of accredited continuing education activities in multiple formats in collaboration with Subject Matter Experts (SMEs), including:
• Develop and implement activity planning timelines and budgets
• Advise activity planners regarding accreditation compliance, adult learning principles, addressing interprofessional competencies, evaluation, and creating inclusive learning environments
• Oversee various aspects of activity design, content development, faculty communications, marketing, and materials in a manner that aligns with the identified educational objectives and intended outcomes.
• Build and maintain activity presence in accordance with ICEP/OCPD protocols and processes and accreditation criteria in the ICEP Learning Portal.
• Manage consistent implementation of Joint Accreditation Criteria, School of Medicine and Public Health policies and procedures, and UW-Madison policies and procedures.
• Provide event management services such as negotiating hotel/meeting venue contracts, communicating with event and catering staff, audiovisual arrangements for in-person, virtual, or hybrid meetings, marketing plan, etc.
• Operate in a transparent manner.
• Ensure alignment with ICEP mission.
• Introduce innovative approaches to the field of interprofessional continuing education/continuing professional development.
• Make recommendations to improve continuing education within ICEP.

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree in education, continuing education, adult learning or a related field Preferred Master's Degree

Qualifications:

Required: - 2+ years of experience applying adult education principles to effective educational planning, design, implementation, and evaluation. - Experience working with adult learners in virtual and in-person formats. - Evidence of effective project management skills in continuing education or training design and using learning management systems. Preferred: - Experience in accreditation compliance (CME, ANCC, ACPE, and/or other health professions, or Joint Accreditation). - Knowledge of and experience using LMS/CRM systems, Microsoft products, Adobe Captivate, Articulate 360, Eloqua. - Experience working in an academic environment. - Experience in quality improvement such as PDCA, Lean, Six Sigma - Professional experience in instructional and graphic design.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $54,120 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and sick leave; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ). SMPH Academic Staff Benefits flyer: ( https://uwmadison.box.com/s/r50myohfvfd15bqltljn0g4laubuz7t0 )

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility

How to Apply:

To apply for this position, please click on the "Apply Now" button. You will be asked to upload a current resume/CV and a cover letter briefly describing your qualifications and experience. You will also be asked to provide contact information for three (3) references, including your current/most recent supervisor during the application process. References will not be contacted without prior notice.

Beth Miller [email protected] 608-265-8696 Relay Access (WTRS): 7-1-1. See RELAY_SERVICE for further information.

Official Title:

Cont Edu Specialist(TL008)

Department(s):

A53-MEDICAL SCHOOL/OCPD ADMINISTRATION

Employment Class:

Academic Staff-Renewable

Job Number:

The university of wisconsin-madison is an equal opportunity and affirmative action employer..

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Why almost 91% of skilled tradespeople are satisfied in their careers.

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Job security in the age of AI, little to no education debt and fulfilling work all add up to record-high job satisfaction among skilled tradespeople.

Skilled tradespeople are overwhelmingly happy in their careers

In the next twenty years, it’s estimated that some 47% of today’s jobs will become obsolete in the face of advancing artificial intelligence and automation. Of course, it doesn’t mean almost half the working population will be out of a job, but it does mean that those impacted will need to upskill in significant ways as the world shifts.

Not so the skilled trades, however. A recent Angi survey took the pulse of America’s skilled tradespeople in fields like construction, plumbing, electrical and HVAC—and the pulse is strong. Notably:

• Almost 91% of skilled tradespeople surveyed were “very satisfied” or “somewhat satisfied” with their careers (up from 83% in 2021)
• 65% believe they’re safe from being replaced by AI
• 47% don’t believe AI can ever replace humans in home improvement tasks

Yet for all this, the skilled trades are not immune to the skills gap. Today, we have one million fewer skilled tradespeople in America than we did in 2007. Thirty-nine percent of business owners are unable to find qualified workers to fill open positions, and 66% believe they could expand their company if they could only find more talent.

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“If the skills gap in the trades continues to widen, it could result in a shortage of qualified workers to fill essential roles, leading to delays in construction projects, maintenance backlogs, and decreased productivity,” says Angie Hicks, Angi 's co-founder. “Moreover, industries reliant on skilled trades may struggle to innovate and remain competitive, potentially hindering economic growth and development.”

“While an increasing number of young people are entering the trades, especially construction trades, it’s a drop in the bucket compared to construction’s chronic skilled labor shortage,” says Procore founder and CEO Tooey Courtemanche . “It’s imperative we encourage more people to consider this career path, across generations.”

Why people don’t choose the trades—and 3 reasons they should

Courtemanche believes that the skilled trades has a branding problem…a big one. “It’s so deeply ingrained in American culture that it’s perpetuated by our entire educational system,” he says. “As a result, societal pressure continues to push young people toward four-year degrees instead of careers in construction and related trade professions.”

Hicks also points to the obstacles keeping women—half the population—out of the skilled trades. “Historically, less women have entered the trades due to factors like stereotypes, stigmas and even a lack of visible female role models in the field,” she says. “Although, this is changing; in our 2024 Skilled Trades Report, 41% of pros said that they have seen more women enter the workforce as skilled tradespeople in the last 5 years.”

In today’s world, both Courtemanche and Hicks see three reasons why a career in the skilled trades can be a fulfilling one.

1. Job security.

As Angi’s survey indicates, most tradespeople don’t feel threatened by the rise of generative AI; in fact, they see it as a potential asset. “AI is transforming the work of tradespeople by automating routine tasks and increasing efficiency across various aspects of projects,” says Hicks. “This allows them to concentrate on more important responsibilities like problem solving, complex repairs and client communication.”

At the same time, Courtemanche points out that the trades are by no means averse to new technology. “Gen Z has expectations of working in tech-enabled environments, and construction is becoming more tech-enabled by the day,” he says. “Leading construction companies are embracing cutting-edge technology like AI, drones, AR/VR and more in their operations.”

2. Little to no education debt—and great earning potential.

Unlike a traditional degree program, training for a trade involves little to no debt. Often, you can even earn while you learn. “With the rising costs of college and concerns about student debt, a lot of young people are thinking more about practical options like trade schools and apprenticeships,” says Hicks.

Courtemanche agrees. “Most young people simply don’t understand that there’s another career path where they can earn a six-figure starting salary, all without having to take on college debt,” he says. “I’ve witnessed this firsthand in construction, an industry that offers skilled tradespeople a fast track to a high-earning, high potential career.”

He notes that the UN predicts that over the next 40 years, the world will build 230 billion square meters in new construction—equivalent to constructing a city the size of Paris every single week. “This staggering demand for construction indicates that job opportunities for skilled labor will persist in the years to come,” says Courtemanche. “As demand escalates and the shortage of skilled labor intensifies, the earnings potential within the construction sector will continue to rise.”

In today’s world, it's a return on investment that is increasingly appealing.

3. Tangible, satisfying work .

“Building something tangible in an increasingly virtual world can be highly rewarding,” says Courtemanche. “Construction touches all of our lives, every single day, from the homes where we raise our kids, to the hospitals where we receive care, to the airports we use to travel, to the infrastructure that powers and brings them all to life.”

In that light, the skilled trades offer a great opportunity for Gen Z to actuate their desire to make the world a better place. “Working in the construction trades affords the opportunity to contribute to something tangible, meaningful and lasting to our local communities and beyond,” adds Courtemanche.

An optimistic outlook

Surrounded by inflation, increased interest rates, home prices, tuition rates and more challenges, many Gen Zers are becoming disillusioned by the idea that a four-year degree is the key to success.

“Data shows that many individuals are questioning the traditional stigma surrounding the trades, opting instead for opportunities that offer greater earning potential without the financial burden of college debt,” says Courtemanche.

Hicks also believes there are encouraging signs that Gen Z is becoming more interested in trades careers. “They’ve been known to really value work-life balance and job satisfaction, which trades often offer with flexible hours and the rewarding nature of skilled work,” she says. “Plus, the cool tech that's being used in trades, like AI and automation, makes these jobs a lot more appealing to tech-savvy young people.

“Gen Z trade workers are even trending and gaining popularity on social media.”

The skilled trades represent a great job outlook—and it’s only getting better. “The skilled labor shortage continues to be the number one barrier our customers face in meeting the demand for construction,” says Courtemanche.

If they can tune out the outdated stigmas and college pressure, Gen Z could make a powerful, positive impact on the skilled trades—and their own career trajectory.

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Carroll County Times | Carroll schools to navigate new math standards…

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Carroll County Times

Carroll county times | carroll schools to navigate new math standards for career education.

The Blueprint is a multibillion-dollar public school reform effort entering the second year of its decade-long rollout. It is designed to make Maryland’s schools among the highest performing in the country by incorporating a $60,000 starting salary for new teachers, providing more time for teachers to plan lessons and develop skills outside the classroom, allowing high school students to enroll in unlimited community college classes at no charge to them or their family, and offering universal prekindergarten for 3-year-olds, among other initiatives.

Each of Maryland’s 24 jurisdictions submitted an updated implementation plan to the state’s accountability board last month, outlining plans and challenges to put in place Blueprint mandates.

With a student’s future potentially riding on their ability to pass Algebra 1, Carroll County Public Schools has created new common unit assessments and benchmarks in an effort to better align math curricula across grade levels, which, “represents a major systemwide change in the district,” according to the plan.

Students deemed college and career ready by the end of their 10th-grade year will have a choice from among three pathways: career and technical education, dual enrollment, or Advanced Placement, according to the Blueprint’s College and Career Readiness pillar. Students may choose an International Baccalaureate program instead of AP. Students will have the opportunity to benefit from aspects of each pathway during Blueprint’s phased 10-year rollout.

Students who pass both English 10 and Algebra 1 exams will be considered college and career ready, as well as those who earn a grade-point average of at least 3.0. Students who do not qualify for a pathway are considered to be on the “support” pathway so they can receive the resources necessary to become college and career ready. Local education agencies receive additional funds for each student deemed college and career ready.

According to the plan, 16 additional resource teachers have been hired to ensure all students have an opportunity to become college and career ready, and math instructional software through Algebra 1 has been implemented for all students.

“For students who are unsuccessful in meeting the new interim college and career readiness standards with successful completion of Algebra 1 by the end of 10th grade, our goal is to keep students on a pathway with their school-aged peers for as long as possible,” according to the plan. “This means students continue to the next course in the mathematics sequence while also being provided with support during the school day.”

The Blueprint implementation plan indicates that the new standards fail to recognize the needs of “more traditionally” career-oriented students, as many of those who are successful in the workforce now would have failed to meet the new standard, according to the implementation plan.

“CCPS will need to rely on already strained local funding to expand these programs,” according to the plan.

Students will also have access to a career coach beginning in middle school according to the plan.

The school system is exceeding Blueprint-required spending by about $1 million in fiscal 2024, according to the plan.

Carroll County students’ proficiency in math and English have shown modest improvement, according to results from the Maryland State Comprehensive Assessment shared with the Board of Education last September. While 68% of English 10 test-takers were at least proficient in the subject, only 22% of algebra 1 test-takers scored proficient or higher. Many attribute the gap to pandemic-related learning loss, which is exacerbated in mathematics by the subject’s tendency to build upon prior knowledge.

Free community college

The opportunity for high school students to dual enroll in community college classes at no cost to them or their family stems from a Blueprint initiative implemented in the 2022-2023 school year.

In fiscal 2023, the system needed a year-end budget transfer of $878,000 to pay for dual enrollment costs, and a similar transfer is anticipated for fiscal 2024 now that the system is paying for books and fees, the plan notes.

The implementation of new Blueprint college and career readiness standards is expected to result in state aid for dual enrollment programs decreasing by 55% in fiscal 2025. “As a result, CCPS and Carroll Community College are collaborating to develop a dual enrollment program that aligns with Blueprint, is accessible for students, and is fiscally responsible,” according to the plan.

The plan also notes that students have shown a preference for dual enrollment over Advanced Placement classes, which culminate in a final exam that wholly determines eligibility for college credit.

“Our systemic goal is to enhance AP course opportunities for all students and, specifically, to increase the number of historically underserved students taking AP courses,” according to the plan.

According to the plan, providing staff to offer both dual enrollment and Advanced Placement pathways in all high schools is a financial concern, especially as some Advanced Placement classes have historically low enrollment.

In the fall of 2023, 1,326 Carroll County high school students were dual enrolled, an increase from 760 in the 2022 fall semester. Of the 1,561 classes taken that semester, 36 failing grades were reported, according to the implementation plan.

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Judge Blocks Clock-Hour Rule for Career Prep Programs

By  Katherine Knott

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A Texas judge issued a national injunction Friday blocking a federal rule that dictated the clock-hour length for career training programs.

Under the so-called bare minimum rule, some programs that lead to professional licensure or certification can’t exceed the minimum number of clock hours required for attaining a state license. If they exceed the minimum, the entire program would lose eligibility for federal student aid. That means that if a massage therapy program requires students to take 600 clock hours but the state only requires 500 clock hours, students couldn’t use federal loans or grants to pay for the program. 

The rule change was part of a package of regulations finalized in late October and set to take effect July 1. It would apply only to programs at for-profit institutions as well as nondegree programs in any sector. But U.S. District Judge Mark Pittman of the Northern District of Texas found that the administration didn’t fully explain its rationale for the rule change or provide enough notice and that the plaintiffs would’ve been irreparably harmed if the rule took effect. Currently, students can use federal student aid to pay for up to 150 percent of a state’s minimum licensure requirements.

The ruling stems from a lawsuit filed by Cortiva Institute School of Beauty, Health, and Wellness, which runs cosmetology, massage therapy and esthetician programs in Texas, in May over the minimum clock-hour requirement, arguing the Education Department didn’t have the authority to issue the rule and failed to follow the appropriate procedures required for regulatory changes.

Pittman agreed, saying that the plaintiffs faced “an uphill battle” to prove that the agency lacks the authority to set the conditions required for institutions to receive federal financial aid and expressed skepticism of the institute’s claims of irreparable harm. Nonetheless, he found that the plaintiffs are likely to succeed on some of the merits of their arguments and enjoined the department from implementing the rule. 

The Biden administration can appeal the order to the U.S. Court of Appeals for the Fifth Circuit.

Positive Partnership: Short Programs Meet Workforce Needs

Leaders at Clackamas Community College built three- to six-month programs to respond to local workforce needs a

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