Cell phones and smartphones are a big part of modern life. Many people use them every day，including kids and teens. Now a lot of people are talking about if phones should be allowed in school.
Let's get a clear picture of the situation first. 53% of children will own a smartphone by the age of 11 in the US. That number rises up to 95% in teenagers. Surveys show that as well as passing the time，83% of kids use their phones to learn. Teens can spend over 7 hours a day looking at screens.
These are just some of the many，many statistics about cell phones among teens. From this，we can see that mobile technology is a big part of life for today's teenagers.
Cell phones in school do have the power of providing super educational help. Cell phones can be used for education through the many educational apps and games out there. Mobile app stores are filled with educational materials for children of all ages. Students can also surf the Internet on their phone. There are plenty of educational resources online，from scientific research papers to exam tips and more.
At the same time，with so many kids spending hours a day looking at their phone screens，there may be problems. One of the big problems that many people talk about with phones in school is the risk of them becoming a distraction （分散注意）. Kids could start looking at their phones while the teacher is talking and miss out on key information，for example. There's also a risk of kids being unwilling to go out with friends or communicate with other people if they're too distracted by their screens. It's even possible for children of different ages to develop addictions （瘾） on their phones. Some studies have shown that phones could cause mental （精神的） illness.
This means that the government needs to weigh up the fors and againsts before deciding about stopping or allowing phones in school.
①Phones can be used by people of all ages.
②Phones have apps to help with kids' study.
③Phones allow students to play video games safely.
④Phones can help students know how to do well in exams.
