In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is generally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence and use of cell phones is a reality takes precedence over charting some sort of theoretical framework. Yet perhaps it is now time to step back and consider such a framework. I offer just such a consideration, as well as some remarks about which theoretical positions might be most advisable in specific classroom contexts.