Controversy over the Use of Cell Phones in Zimbabwean Schools

Students need to be skilled in the use of technology to enhance them become more conversant contributors in the phenomenon of global information sharing. The study by Buchegger, (2008) revealed that the use of cell phones in Europe is a growing phenomenon where the average age for a child to get their first mobile phone is 7.1 years. This reflects that as early as at the infant level the pupil is allowed to use the cell phones. However, school systems in the United States face a challenge pertaining to the regulation of cell phone use by students in schools. Recent research has revealed that texting (in class, in meetings, at dinner) has become a significant problem in the United States. In Europe children and young people in particular, the mobile is an indispensable item to be carried at all times, and one which performs many more functions besides making calls and sending text messages Buchegger, (2008). A survey by Obringer, and Coffey determining school policy and practice regarding cell phone use by teachers and students revealed that parents generally supported the school’s cell phone use policy (Ibid). Kreutzer (2009) executed a study that suggests that majority of grade 11 classes at a secondary school in urban South Africans had access to the Internet via their phones during a typical day this reflects that they were using them during school hours. 2. Theoretical Framework The use of technology is bound to influence the way teaching and learning takes place in schools. Cell phones are becoming more and more sophisticated, incorporating features students can use for work and pla