In this era of science and technology, education has to be more innovative in its teaching methods by making use of technological tools and applications available. Many countries, not least Russia and Korea, have incorporated the use of electronic gadgets in their schools. Rus-sian schools encourage active use of computer and providing internet access in the class (Koroleva 2015) while Korean schools do more modern educating program such as m-learning (Hwang, Yang & Kim 2010 cited in Koroleva 2015). M-learning (mobile learning) is a new way to access learning content through mobile devices which students can study anytime. Be-sides, South Korea’s Smart Education Strategy implies students to do school assignments through e-learning tools. These Rising popularity, however, does not always suggest rising consent. Parents, for one, are strongly opposed to having mobile devices in the classroom (Half of parents want ‘mobile phones banned in schools’ 2019). Although opponents claim that elec-tronic gadgets will bring distractions to students, these electronic gadgets should be allowed in high school classroom because they increase students’ motivation in studies and facilitate teach-ing and learning.
Supporters of banning electronic gadgets in school prefer traditional learning method as they feel that allowing students to use their electronic gadgets can distract them from their stud-ies. The applications such as Facebook and games may distract and deviate students from their focus. Students admit that they are multitasking when using Facebook in classroom for reason unrelated to lesson (Kuznekoff & Titsworth 2013). However, this argument is weak. It is a shallow argument based on oversimplified assumption that banning electronic gadgets will solve all classroom issues, particularly distraction. Problems with students who cannot concen-trate is an age-old issue of the classroom. Therefore, not allowing gadgets in the classroom will not make students pay more or less attention to lessons. If anything, disallowing the use of such gadgets in classrooms is going to deprive students the very basic knowledge and skill that they need to acquire as the digital-age generation. What one should be asking if how teachers might deal with possible distractions caused by mobile device? According to Bruder (2014), the theory BYOD (bring your own device) will run well in a class if students are able to follow guidelines and rules set by The Cyberbullying Center.
Firstly, electronic gadgets should be allowed in school because they make learning more effective. Electronic gadgets such as handphone act as a platform for communication which will bring convenience to the students and teachers inside the class. This is made possible by social media allowed people to create society, sharing of material, enlarging of worldwide network, offering of real time updates and learning newscast (Emerick, Caldarella, and Black 2019). Teachers are allowed to share class-relevant information through social media to students which will save resources to make traditional books. Besides, it is a must that teacher can provide in-formation that is more exciting and motivating to students through social media compared to books. Besides, teachers can also use video or animation in class through gadgets better explanation which allowed students to understand easier. A research conduct by Stephens (2017) shows that the class which is given video clips for learning purposes get higher marks in exam compared to another class which is only given notes.
Secondly, electronic gadgets should be allowed in school because they help students to learn better. Electronic gadgets allowed people to have quick access to any information and keep in touch with people around us (Kabonava &Vetrova 2019). With the help of devices via Internet, the information around the world is only at fingertips of students. According to a re-search process by girls of the faculty of management of RSSU, one of the reasons of the use of gadgets in education process which is the information obtaining speed is agreed by 86 out of 100. Therefore, students are able to search information in split second and learn extra-curricular knowledge. Moreover, electronic gadgets create a flexible learning space for students (Hembrough & Jordan 2020). Electronic tools provide students with exposure to digital plat-forms and build an organizational structure that enables students to communicate their research. In addition, some students often say that it is thrilling to have an opportunity to write on a Word processing paper and to use the website of Google or Library to gather details. This has shown that the usage of devices can increase student participation in their learning, as generation is more inclined to utilize technology nowadays than the approach of old school. Students feel more motivated and engaged if school offers e-learning that will inspire them to engage in teacher-led events.
In conclusion, electronic gadgets should not be banned in school because it increases the enthusiasm of students in the studies and promote teaching and learning. Therefore, school should allow electronic gadgets in campus as it brings a wealth of benefits to both students and teachers. However, it is not an easy job to implement because it may cost a lot and some teach-ers and students are reluctant to make change. Government especially, and the society, have a role to play in order to create a technology-supportive learning environment in schools. Be-sides, schools can slowly increase the number of electronic gadgets in campus or create only a class which occupied with new technology first to act as the pioneer for the school to become technological.
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