The advent of new technology is always accompanied by a series of predictable events, as the technology moves into a space that previously didn't have to deal with it.  

For example, when automobiles were first introduced (as "horseless carriages"), a number of laws were passed in various municipalities that seem strange to us now. Why do I have the sinking feeling schools are doing the same thing with "new" communication tools?

For example, citizens of Lawrence, Kansas, required that cars should sound their horns before crossing the city limits, to warn all horses of their arrival.

In Wichita, before crossing an intersection, motorists were required to get out of their vehicle and fire three shots into the air from a shotgun.

In Pennsylvania, motorists driving down a country road at night had to stop every mile, send up a rocket signal, and wait 10 minutes before continuing.

Laws and regulations are made, primarily, to address real and serious issues.  Clearly, in the beginnings of the automotive era, the primary concerns were drivers scaring horses, or crashing into various things that didn't have enough warning to get out of the way.

While these laws may seem silly to us, think about all the reasonable and usable rules and systems we've developed since then.  Driver education, obviously.  Traffic lights.  A system of color and shape coded signs that everyone is required to obey.  Licensing for drivers.  Fines and harsher penalties, plus police patrolling the roads to enforce them.   These systems were not created in a vacuum, they evolved over time because the use of automotive transport was deemed to be so beneficial and of such great use, the society had to adapt, place reasonable restrictions on it's use, and find a way to "get along" with the new technology.  

There were many bumps and bad laws along the way, however, and we're still improving and tuning laws regarding automobiles to try to find the best combinations.

Now, of course, many of us would find it hard to imagine a world where we couldn't get into our car, or board a bus, to travel.  But for generations of people, this was exactly the situation.

I think that the increasing ubiquity of electronic devices is having a similar effect on our society now.  iPods, cell phones, smart phones, GPS and pagers all are popular because they connect us.  They provide ways for us to manage data, carry around a lot more data than we used to be able to, access the vast resources of the Internet or just stay in touch with friends and family.  Obviously, these uses are of value to us - if they weren't, it's unlikely that they would have been adopted at all.

Moreover, we're starting to see developments in the use of these devices that were not imagined by their inventors, such as Twitter, "flash mobs", and various other electronically enabled social events that are brand new things.  We are, to be fair, also seeing darker applications, such as text message bullying.

The implications of this for educators are huge.  Many of your students are equipped with mini-computers, some with network connections, far more powerful than the computers of even 10 years ago, and they have them in their pockets and backpacks.  They are familiar, even expert in their use.  They have incorporated them into their lives in a deep and complex way.  To not use these devices to further their education is to fall behind the ways that they relate to the world, and ultimately, to miss a great opportunity to inform, educate, and encourage responsible use.

But, there are certainly some issues to address.  Just as laws were passed against cars driving on the sidewalk in Quitman Georgia, ostensibly because someone was doing just that, we do need rules and regulations to prevent abuses.  These range from class disruption, to cheating, to harassment and theft.   

But, I fear that many school districts are going too far in banning these devices.  Many school districts have passed such bans, and more are considering them.  Some are even fining students for their use.  It seems to me axiomatic that this does two things, neither of which are very good.  First, it creates a situation where the great potential of these devices is left behind.  Second, it creates an atmosphere where students, not being taught responsible use, and being banned from using devices that are deeply embedded in the way that they interact with the world, will actively attempt to subvert these rules, and may, in fact, lead them not to responsible use, but towards the use of these devices to do the very things that the school districts fear.  This could lead to harsher regulations, and will eventually, I believe, run up against deeply held convictions about student rights and Constitutional law.

The answer to this dilemma is simple, at least in theory.  Instead of banning these devices out of fear, engage with them in a spirit of cooperation and cooption.  Teach responsible use, and incorporate these devices into teaching.  Leverage the technology to further educational goals, while setting strict, but fair policies to catch and deal with abuses.  

Unreasoned fear, as opposed to clear, thoughtful analysis of risk and benefit, is rarely a good reason to do anything.  And I believe strongly that these devices are already here, and likely to stay, evolve and become even more of a part of our lives, and to miss this opportunity to incorporate that into education is a great mistake.  If President Obama has challenged us to build 21st century schools, can we do that if we fear 20th century technology?