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watching YouTube on their computers or their phones. After the session was over, I asked them

to have their presentations done in one week.

I returned one week later excited to see what they had done. Not a single student had

done a presentation. Not only that, the students, according to the teacher, thought it was too hard.

And the teacher agreed. My first thought was, this teacher needed to be fired. She is supposed to

be a technology instructor and she thought my IDP was too difficult. This is who is teaching

technology to our public-school students. Unbelievable, and all because we will not ban smart

phones from the class room. And it isn’t because it would hinder their learning, because, from

what I can see, there isn’t any learning taking place.

My third, and final attempt, at teaching my IDP was at the Junior High. A fellow LME

student, now a librarian, allowed me to teach my IDP to the Yearbook team. These are the

smartest and brightest the Junior High has to offer. There were only five, but again, five is better

than zero. This session was shorter, as I only had forty-five minutes to cover the basics of my

IDP, and then let them spend the rest of the class researching. Again, they could not take their

eyes off of their smartphones long enough to really listen and actually grasp what I was asking

them to do.

I will say it now. Ban all smart phones from the classroom and other teaching areas. And

don’t give me the whole spill that it will hinder their learning, because from what I am

observing, they are not learning at all.

Identifies students, administration, faculty, staff and/or stakeholders who must solve the

problem and make decisions; 40 Points

One remedy to this problem, and we are going to need those students that are actually

learning. We know who they are. I see them on my bus all the time. They do have their smart

phones everywhere they go, but you never see them with it, because they don’t see it as an