DEBATE SCRIPT
TOPIC 1: CONS OF USING GADGETS DURING CLASS
INTRODUCTION:
“Tell me I forgot, teach me and I may remember, involve me and I learn”. Ladies and gentlemen,
speakers, members of the opposite team, researchers, and to Ms. Carinea, welcome to this
debate. Welcome to this side of the house, the opposition or the negative team.
The motion for the debate today is “Cons of Using Gadgets During Classes”.
A. We AGREE with the definition given by the affirmative team, however we, the negative
team, believe that this statement is false. We would also like to put emphasis on
“DURING CLASSES”. Which means, gadgets that are used WHILE class hours are
ongoing inside classrooms. The use of gadgets during class hours may not be a novelty,
but there are still certain unfavorable circumstances in various aspects. Before we get to
these points, allow me to present our team line. (PROCEED TO TEAM LINE)
B. We DISAGREE with the definition given by the affirmative team. We believe that a
“gadget” is a small, electronic device with practical use but often thought of as a novelty
as defined by Merriam Webster Dictionary. We would also like to put emphasis on
“DURING CLASSES”. Which means, gadgets that are used WHILE class hours are
ongoing inside classrooms. Gadgets are relatively known hardware device or accessory
that assists one’s life. However, we, the negative side, believes that such gadget must
not be used by students during class hours for there are certain unfavorable
circumstances that this may cause. But before we get to these points, allow me to
present our team line. (PROCEED TO TEAM LINE)
C. Since the affirmative team FAILED to define our motion today, allow me to do so. A
“gadget” is a small, electronic device with practical use but often thought of as a novelty
as defined by Merriam Webster Dictionary. We would also like to put emphasis on
“DURING CLASSES”. Which means, gadgets that are used WHILE class hours are
ongoing inside classrooms. Gadgets are relatively known hardware device or accessory
that assists one’s life. However, we, the negative side, believes that such gadget must
not be used by students during class hours for there are certain unfavorable
circumstances that this may cause. But before we get to these points, allow me to
present our team line. (PROCEED TO TEAM LINE)
TEAM LINE:
We, as today’s opposition have structured our case as follows:
The first two speakers will be talking about why the use of gadgets are NOT
NECESSARY during class hours.
The next two set of speakers will elaborate on the fact that the use of gadgets is NOT
BENEFICIAL during class hours.
The 5th and 6th speaker will point out that use of gadgets during class hours are not
feasible when it comes to the legality, and financial capacity of the subjects in question.
And finally, our last speaker will do the rebuttal.
NECESSITY:
Interpellation:
1. Would you agree with me that the term “independent learning” means learning without
the assistance of teachers? Yes, or no? // Then, this means students are left alone with
gadgets in their hands to explore a whole abyss of information without any verification
from experts?
2. Do you think every information we see in the internet is true? Yes, or no? // If one is to
be discerning enough, then why are the numbers of misinformation still high?
3. You think communication is necessary during class hours. Granted, emergencies might
arise but how often does it really happen? Do you have statistics that show the need for
communication DURING CLASS hours DUE TO EMERGENCIES?
4. You think that gadgets can speed up work. But don’t you think it is also distracting?
People procrastinate a lot because of the countless activities that can INTERFERE with
one’s tasks.
5. Allow me to clarify, you claim gadgets are needed by teachers to make lessons
engaging? Again, do you think it is not a distraction? // Do you think all subjects can be
taught through visual aid?
______________________________________________________________________
Good morning, everyone. The affirmative team might suggest that gadgets are necessary for
the following reasons:
Communication platforms
Visual Aid (power point, video presentations)
Greatest source of information
Learners with disability
Engaging
First, communication towards parents is not necessary DURING class hours since this may be
done afterwards. In addition, allowing communication during this time only gives students the
opportunity to communicate with fellow students using various platforms and exchange
confidential data such as answer keys, quizzes, and even examinations which are all forms of
cheating. This is supported by the study of Underwood, J., & Szabo, A. (2003). Academic
offences and e‐learning: individual propensities in cheating. British Journal of Educational
Technology.
Second, gadgets may be used by teachers for presentations, however, here are the points why
this is still not effective:
1. Not all subjects can be taught through visual communication or graphs . According to a
study by Dermikan, O. (2019) titled “Pre-Service Teachers’ Views about Digital Teaching
Materials” where they found that complete use of these tools result to distraction. The
students tend to be engrossed in the visuals and won’t listen to the speaker.
2. In a separate study conducted by Young, R. titled “Using technology tools in the public-
school classroom”, it found that the use of technology takes time to learn. This will be a
problem to teachers who lack knowledge when it comes to computers. (SHOW
PRINTED EVIDENCE)
3. Furthermore, NOT ALL STUDENTS are visual learners. Some thrive better through
auditory, kinesthetics, reading or writing.
4. And finally, with the complete assistance of technology, teachers tend to purely read and
fail to discuss or deliver their lessons effectively.
Third, not all information found in the internet are true. One must be discerning enough to know
which information to believe. In fact, studies suggest that less than 60% of web is web traffic
human, and in some years, according to researchers, majority of them will be bots. So, the
question is, how much can we trust the information that internet is giving to us?
Fourth, we cannot fit learners with special needs with the same situation for us. Evidently, they
NEED special assistance for them to learn and keep up. In fact, there is a special curriculum
tailored for their needs which is referred to as the DepEd Order No. 44 series of 2021. (SHOW
PRINTED EVIDENCE)
Fifth, it is not “engaging”. It just simply makes students DEPENDENT on the internet. They tend
to disregard brainstorming and figuring things out on their own since everything is just one click
away. This makes students lazy and unreliable when it comes to critical thinking. Researchers
at the University of California have found that users show a compounding “cognitive offloading
effect when they use the internet over their own memories. 30% of the participants who
previously used the internet didn’t even try to answer a single question from memory. In addition
to that, in a study conducted by Camaing C. in 2019 titled “Impact of Using Gadgets during
Class Hours in San Juan National High School”, found that majority of the respondents stated
that being distracted by gadgets may result for the students to have a low or failing grade.
(SHOW PRINTED EVIDENCE)
BENEFICIALITY:
Interpellation:
1. .
2. .
3. .
4. .
5. .
Good morning, everyone. Rejecting the affirmative team’s motion, the following are the
disadvantages of using gadgets during classes.
First, addiction. Students are addicted to social media which is why they are almost inseparable
with their gadgets even during classes. Moreover, many students rely on technology so much
that they get out of control and become easily aggressive when they are not allowed to use
gadgets. In a 2019 study conducted by Hedge, A. titled “Effect of electronic gadgets on the
behavior, academic performance and overall health of school going children-a descriptive
study”, it showed the significant effects of gadgets to a student’s behavior, health, and academic
performance. It found that the exposure to these gadgets grows as an addiction which affects
one’s physical, cognitive, and psychological development. (SHOW PRINTED EVIDENCE)
Second, cyberbullying. In fact, there is an existing DepEd Order which bans the use of gadgets
during class. DepEd Order 83, series of 2003 - REITERATION TO DECS ORDERS NOS. 70, S.
1999 AND 26, S. 2000 (PROHIBITING STUDENTS OF ELEMENTARY AND SECONDARY
SCHOOLS FROM USING CELLULAR PHONES AND PAGERS DURING CLASS HOURS).
According to the Order: (SHOW PRINTED EVIDENCE)
“It has been noted that cellphones have been proliferated with lewd and obscene picture
messages particularly those capable of Multi-Media-Services (MMS). In view of this, the
following policies regarding the prohibition on the use of cellphones are hereby reiterated:
1. The Department of Education strictly imposes a ban on the use of cellphones to prevent
them from engaging in misguided and immoral activities
2. Teachers and parents should devise ways to educate students on the responsible use of
cellphones to prevent them from engaging in misguided and immoral activities.”
Basically, this DepEd order bans the use of phones due to the massive spread of inappropriate
photographs taken by cellular phones CAPABLE of Multi-Media-Services (MMS). And evidently,
all the gadgets we have now are capable of such. Going back, spreading such images are a
cause of CYBERBULLYING and BLACKMAIL.
Having this DepEd Order alone is enough proof that using cellphones during classes
AREN’T BENEFICIAL and are irrelevant when it comes to learning. Because why would
they ban phones if they really are helping us as students?
Third, health issues. In a 2021 study by S M Mahbubur Rashid titled “Prevalence and impact of
the use of electronic gadgets on the health of children in secondary schools in Bangladesh: A
cross-sectional study”, it found that participants who use gadgets for more than 2 hours daily
experience headache, sleeping disturbance, backache, limbs pain, visual disturbance, and
depression. Meanwhile, participants who spends less time with gadgets are found to be
healthier. (SHOW PRINTED EVIDENCE)
Fourth, lack of tech support. If teachers were to use gadgets and technology, it would require
additional skills or training in the use of IT and many schools and colleges DO NOT HAVE
FUNDS to finance this. Recce and Walker (2006) emphasize the point that with this lack of
training comes lack of confidence which can affect the effectiveness of the lesson. In addition, if
the equipment or software does not work properly, this can put a delay on lessons and events
which are happening.
PRACTICABILITY
Interpellation:
1. .
2. .
3. .
4. .
5. .
Good morning, everyone. Rejecting the affirmative team’s motion, the following are our points
on why we think using gadgets during classes aren’t practical.
First, gadgets are expensive. According to an article published by the Statista Research
Department in 2022 about consumer electronics in the Philippines, the average price of a
television unit in the Philippines in 220.56 USD which is equivalent to P12,236.56 in Philippine
peso. An average Filipino earns P15,200 a month. With the continuously increasing prices of
the most basic necessities such as onion, rice, and oil, how can one average-working Filipino
afford to provide the latest gadgets to keep up with society?
Second, not all citizens have enough resources or money to catch up with other students. Let
me remind you that the rural population in the Philippines was reported at 52.32% in 2021
according to the World Bank Collection. That is half of our population. If we will only enhance
and improve one side of the coin, where is the justice there? The learning experience only
becomes “enjoyable” IF AND ONLY IF they have the PRIVILEGE to buy and own gadgets that
are up-to-date. This promotes inequality and discrimination to those students who aren’t
capable of high-tech gadgets and they might be left out.
REBUTTAL:
To sum up our points, using gadgets during classes must be prohibited for the following
reasons:
DepEd Order 83, series of 2003 - REITERATION TO DECS ORDERS NOS. 70, S. 1999
AND 26, S. 2000 (PROHIBITING STUDENTS OF ELEMENTARY AND SECONDARY
SCHOOLS FROM USING CELLULAR PHONES AND PAGERS DURING CLASS
HOURS).
It can be used as a medium for cheating and plagiarism. - Underwood, J., & Szabo, A.
(2003). Academic offences and e‐learning: individual propensities in cheating. British
Journal of Educational Technology
It interferes with the student’s focus. - Dermikan, O. (2019) titled “Pre-Service Teachers’
Views about Digital Teaching Materials”
If gadgets are to be used as visual aids, it requires additional skills for teachers and it
needs tech support due to numerous technical errors. - Young, R. titled “Using
technology tools in the public-school classroom”
It makes students dependent on the information given by the internet which defeats the
purpose of “learning”. - Camaing C. in 2019 titled “Impact of Using Gadgets during Class
Hours in San Juan National High School”
It is addicting and it causes health problems. - Hedge, A. titled “Effect of electronic
gadgets on the behavior, academic performance and overall health of school going
children-a descriptive study”
It a platform for cyberbullying (example: taking stolen pictures and sending it to group
chats, etc.) - DepEd Order 83, series of 2003
Integrating gadgets with learning is expensive and not the whole population of learners
are capable of buying high-tech gadgets. We still have remote areas that need our
attention.
