手機已經成為最受歡迎的設備，不僅在專業人士，而且學生。Tyler Stahle(2015)指出，超過51%的高中生每天至少攜帶一部手機去教室(Stahle, 2015)。研究發現，一些學生使用不止一部手機，這表明21世紀的教室中普遍存在單一智能手機(Stahle, 2015)。2015年，蒂姆·羅斯(Tim Ross)所做的一項研究表明，學生的考試成績與智能手機的使用以及一般手機的使用直接相關。研究發現，禁止在教室裏使用手機可以使學生的考試成績提高6% (Ross, 2017)。因此，本文的主旨在於確立代寫論文-手機在課堂上應該被禁止，因為它會導致學生上癮、分心和網絡欺淩。
One of the primary reasons that cell phones should not be allowed in classrooms is that it results in distracting majority of the students that are present. One of the studies indicated that the use of smartphones facilitates constant engagement to the student. However, the smartphones are utilized as a tool to avoid boredom within the classroom when the lectures are not as engaging as the content in smartphones. It was found by San Bolkan and Darrin J. Griffin (2016) that as much as one third of the students admitted to use the smartphones for the activities that was not related to the school during their active classes. It was found from the research that students in the United States were engaged in non-school activities ranging from one to three times on a daily basis (Bolkan and Griffin, 2017). The primary reason can be supported by the fact that when the lecture or the topic of study within the classroom is new to the student and requires high extent of psychological involvement, the students are subjective to become bored due to the perceived noninterest in the subject. Therefore, the access to smartphones further makes them feel that they have other alternatives of improving their mood. It results in the students to become easily distracted from the tasks and experience reduction in both the quality of their learning and subsequent motivation. The second factor that increased the need for the smartphones and cell phones to be banned in the classroom is the study of the Pettijohn (2015). This study indicated that the texting during the classroom impacts the learning and surfaces various negative impacts on learning. It was found that the texting was undertaken by students either due to work outside school or boredom. This statement can be supported from the findings of the research undertaken by Pettijohn. It was found that 99.6 per cent of the overall students held ownership of a cell phone. It was further realised that 98 per cent of the students were engaged in texting on a daily basis (Pettijohn et al., 2015). Thus, as a result, the students took notes of poor quality since the focus was divided between classroom and texting. Apart from this, the students were found to score low in the quizzes when they were exposed to the two instances of cell phone ringing. It is to further consider that the level of involvement in the cell phone during the classroom at school impacts the extent of time which is dedicated by the student towards learning within the classroom. The study of Pettijohn asserted that the individual students were engaged in sending 1 to 50 text messages within a day. While sending 50 messages and subsequently receiving the messages deteriorates the level of attention and focus that can be maintained on the studies and learning, some of the students sent over 300 text messages from classrooms during the single day. This has established that high number of students are engaged in growing volume of smartphone based non-school activities due to which their learning are affected (Pettijohn et al., 2015). Hence, this emphasises the need for banning the smartphones across the classrooms if not school campuses.