Religion & Ethics NewsWeekly

In This Episode

For Educators

Ethical Issues Around Cell Phone Use – Procedures For Teachers

In This Lesson

Prep — Preparing for the lesson
Steps — Conducting the lesson
Extension — Additional Activities


Prep

Media Components

Computer Resources:

  • Modem: 56.6 Kbps or faster
  • Browser: Netscape Navigator 4.0 or above or Internet Explorer 4.0 or above
  • Personal computer (Pentium II 350 MHz or Celeron 600 MHz) running Windows® 95 or higher and at least 32 MB of RAM Macintosh computer: System 8.1 or above and at least 32 MB of RAM

Bookmarked Sites and Video Resources:

Materials:

Teachers will need the following supplies:

  • A chalkboard, dry-erase board, or a flip chart
  • Chalk, dry-erase markers, or Sharpie markers
  • Internet access (If students cannot access the Internet from their classroom, then handouts of Web resources will suffice.)
  • Student Organizer 1 and Student Organizer 2

Steps

Introductory Activity

Cell Phone Features

In this activity, students conduct a survey to determine cell phone features that are most and least desired by their peers. They will talk with their peers regarding the necessity of additional features such as cameras, recording devices, text message capabilities, special ring tones, games, and other features, and they will discuss whether these features are appropriate for use in school.

  1. Ask students to visit http://pbs-wnet-preprod.digi-producers.pbs.org/mediashift/2006/03/your_turn_roundupyour_cell_pho.html and read the Mediashift article titled, “Your Cell Phone’s Made for Talkin'” by Mark Glaser. If students do not have access to the Internet, provide them with printed copies of the article.
  2. When students have finished reading the article, ask them to discuss the points with which they agree, and the points with which they disagree. Do students think that, by and large, people prefer cell phones with fewer features? Or, do they think additional features help boost the appeal of certain phones? Do your students prefer phones with or without additional features? How do they think their peers feel?
  3. Distribute Student Organizer 1.
  4. Explain to students that they will survey 5-10 of their peers to determine whether they prefer additional cell phone features (such as cameras, video recorders, text message capabilities, games, or other features) or if they prefer basic phones that allow them to simply make and accept phone calls. The survey will also allow students to gauge their peers’ thoughts on the appropriateness of cell phones at school.
  5. Review the questions that appear on the Student Organizer, and encourage students to add additional questions to the survey as they see fit.
  6. When students have completed their surveys, form a collaborative discussion regarding their findings. Note similarities and variations in opinion, and ask students if they think the feedback they received in their survey would be useful for cell phone manufacturers. Ask questions and encourage further discussion where necessary, and record key points on a flip chart, chalkboard, or dry-erase board.

Activity 1 – A Violation of Privacy?

In this activity, students will engage in a collaborative discussion to determine whether the use of certain cell phone features could be considered an invasion of privacy.

  1. Instruct students to visit http://www.globalethics.org/newsline/members/issue.tmpl?articleid=10200315461182 and read Camera Phones and Public Privacy: Can Evanescence be Required? If students don’t have access to the Internet, distribute printed copies of this article.
  2. When students have finished reading, ask them to form groups of four and discuss the ways use of camera phones may be considered unethical and an invasion of privacy. Students should focus on the following questions as they complete their discussion:
    • Did you ever consider the unethical or invasive ways camera phones might be used?
    • Now that you’ve read about some of the ways camera phones can be used to take photos in locker rooms, confidential research labs, and other private venues, do you feel that restrictions placed on their use are valid? Or, should people have the right to use camera phones if and when they wish?
    • How would you feel if you learned that someone used a camera phone to take photos of you without your knowledge? Would you feel as though that person invaded your privacy? Why or why not?
    • What might be the most effective way to prevent that person from invading another person’s privacy?
    • Can you think of unethical ways students might use camera phones in school?
    • The article mentioned several ways camera phones are used inappropriately in public places. Can you think of additional examples?
    • Are there ways that we are better off because of camera phones? If so, what are some of these ways?
    • What do you think can be done at school to prevent students from using their camera phones inappropriately?

    Write these questions and any others you feel are relevant on a flipchart, chalkboard, or dry-erase board for students’ reference as they complete their discussion. (You may choose to display these questions while students are completing the reading portion of this assignment.)

  3. When students have completed their discussion, ask volunteers from each group to share their thoughts about inappropriate and unethical uses of camera phones. Record key points, encourage further discussion, and ask additional questions as necessary.

Activity 2 – According to the Law

In this activity, students speak with a law enforcement agent to determine the ways cell phones and camera phones are used inappropriately and unethically.

  1. Explain to students that, in this activity, they will interview a lawyer, judge, police officer or other law enforcement agent to determine some of the most common incidents involving cell phones and/or camera phones that they address. They will also investigate the penalties, fines, and punishment that result when someone uses a cell phone or camera phone inappropriately.
  2. Distribute Student Organizer 2. Review the questions that appear on the Student Organizer, and encourage students to add or modify questions as they wish.
  3. Provide students with a list of possible interview candidates and their contact information.
  4. When students have completed their interviews, ask them to form groups of four and share their findings with each other. Students should discuss the examples provided by their interviewee of inappropriate cell phone and camera phone conduct, and they should discuss the consequences of using the features of a cell phone or camera phone in unethical ways.
  5. When students have finished their discussions, ask them to work together as a group to consolidate their findings and prepare a presentation for the rest of the class. Students with access to a presentation program such as PowerPoint may create their presentations electronically. Otherwise, provide students with a flip chart, markers, or other appropriate supplies.
  6. Allow 5-10 minutes for each presentation. Allow students to ask questions throughout and address key points as necessary.
  7. When the presentations are finished, ask students to write a letter of thanks to their interview participants.

Activity 3: How Rude!

Directions: In this activity, students reflect on an occasion when they were deeply irritated by poor cell phone etiquette.

  1. Ask students to work independently to complete a brief journal entry (2-4 paragraphs) that describes a time when they were either irritated or distracted by a stranger’s cell phone conversation. Their journal entries should cover the following points:
    • Where were you when you were annoyed or irritated by a cell phone user?
    • Why did the experience bother you so much?
    • How did you react? Did you move to another area to avoid hearing the conversation? Did you confront the cell phone user?
    • Did the experience influence the way you use your cell phone in public?
  2. Allow students 10-15 minutes to complete their journal entries.
  3. When students have finished writing, ask volunteers to share the experience they described in their entries. You might also choose to tell students of a personal encounter with a discourteous cell phone user.
  4. When volunteers have finished sharing their stories, ask students the following questions and any other questions you feel are relevant:
    • Is there a common thread that runs through these stories? In other words, are cell phone behaviors that are considered obnoxious to the majority of people? What are they?
    • Do you think people are aware that others find their cell phone habits irritating or distracting? Do you think they care?
    • In your opinion, is it worthwhile to confront an inconsiderate cell phone user regarding his or her behavior? Do you think it would yield any results?
    • After hearing these stories, will you change your cell phone habits? Why or why not?
  5. Encourage further discussion and ask questions as appropriate.

Culminating Activity/Assessment

In this activity, students engage in a collaborative debate regarding whether cell phones and camera phones should be allowed in or prohibited from schools.

  1. Ask students to visit http://www.schoolsecurity.org/trends/cell_phones.html and read School Safety: Cell Phones, Camera Phones, and Pagers. If students do not have access to the Internet, distribute printed copies of this article.
  2. When students have finished reading the article, ask the class to identify by a show of hands whether they feel cell phones and camera phones should banned from school or if they should be allowed.
  3. Select three students from each point of view to participate in a debate regarding this issue. Inform the rest of the class that they will provide questions that representatives from each side of the debate will answer.
  4. Begin by asking each representative of the debate to state, in one sentence, why they think cell phones and camera phones should be banned from or allowed in schools. Then, ask the representatives from the opposing side to state, in one sentence, why they disagree with that viewpoint.
  5. Ask members of the audience to ask the debating students questions about the consequences of banning or allowing cell phones and camera phones from school. (For example, students might wonder if allowing camera phones in schools would increase instances of cheating or inappropriate conduct in locker rooms. Or, they might ask if banning cell phones would prevent students from reaching parents in an emergency situation.) Ask one representative from each side of the debate to address each question.
  6. When the debate has ended, ask students the following questions:
    • After hearing opinions from each side of the argument, did your opinion change at all? If so, how?
    • Did this debate give you a greater understanding of some of the ethical issues that surround the use of cell phones and camera phones in schools? Explain.
    • Did this debate make you think about some of the problems presented by cell phones and camera phones that you might not have considered earlier?
  7. Ask students if there is a compromise for this argument. Ask them to suggest rules that schools might enforce so that the majority of students, teachers, and staff are satisfied.
  8. Ask questions and encourage further discussion of ideas whenever necessary, and record key points on a flip chart, chalkboard, or dry-erase board.

Extension Activities:

  • Ask students to visit https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week506/feature.html and read the Religion and Ethics NewsWeekly feature, Civil Liberties. (If students do not have Internet access, provide printed copies of this transcript.) Then, ask them to form groups of four and discuss how they feel about the possibility of federal agents listening in on cell phone conversations in order to track the whereabouts and plans of terrorists who currently live in the United States. Students should consider the following questions as they complete their discussion:
    • Do you think that by listening to private cell phone conversations, federal agents are compromising our right to privacy? Why or why not?
    • If you were to learn that federal agents had listened to one of your cell phone conversations in an effort to track individuals who threaten national security, how would you feel? Would you feel as though your privacy had been violated, or would you feel safer knowing that such measures were being taken to prevent terrorist attacks?
    • Overall, do you support federal agents in this effort to track terrorists? If you don’t, can you suggest other methods they might follow that would not compromise the privacy of the public?

    When students have finished their discussion, bring the class back together and ask volunteers to share their thoughts. Encourage further discussion and ask questions as necessary.

  • Ask students to visit https://pbs-wnet-preprod.digi-producers.pbs.org/wnet/religionandethics/week533/cover.html and read the Religion and Ethics NewsWeekly cover story: Security and Privacy. (If students do not have Internet access, provide printed copies of this transcript.) Then, ask students to form groups of four and brainstorm ways the many features of cell phones might actually protect them in dangerous situations at school, at home, and in public places. When students have finished their discussion, ask volunteers from each group to share their thoughts and record them on a flip chart, chalkboard, or dry-erase board. Ask questions and encourage further discussion whenever necessary, and ask students to share their thoughts on whether they agree or disagree with the suggestions that have been provided.
  • Ask students to complete a journal entry about how they might feel if they learned that someone was using a cell phone to take photo or video of them, or record their private conversations without their knowledge. Students should consider the following questions as they complete their entry:
    • Would you feel violated?
    • How would you react?
    • Would you go to the authorities? Would you tell your parents, a teacher, or another adult?
    • Would you confront the person who took the photos, video, or voice recording, or would you feel uncomfortable approaching them directly?
  • In this activity, students work independently to create a list of “cell phone rules” for school. When students are finished, ask them to share their lists with the rest of the class. As students share their “rules,” record them on a flip chart, chalk board, or dry-erase board, noting similarities and differences among suggestions along the way. Once the list is complete, ask students to share their thoughts on whether these rules are fair and acceptable, and if they feel others would find them easy to follow. Ask questions and encourage further discussion as necessary.
  • Ask students to form groups of four and discuss whether they feel it is responsible to talk on a cell phone while driving. Do they feel that drivers who talk on cell phones while driving are too distracted to safely navigate the roads? Do they think they pose a potential threat to other drivers? Do they believe that, because cell phones cause distractions, those who use them while driving are behaving irresponsibly? Can students think of laws that should be passed to keep people from talking on their cell phones while they’re on the road? When students have finished their discussion, ask volunteers from each group to share their thoughts. Record key points on a flip chart, chalk board, or dry-erase board, and encourage further discussion of ideas as necessary.

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