Thirty to forty years ago educators had at most the challenge of tape recorders and players and transistor radios to confront as electronic distractions in the classroom. Then pagers were introduced and became associated with drug trafficking and gang activity. Not long after, the first cellular phones were introduced and, when they became portable, began to appear on students' belts and in their purses and backpacks. Today, new technology appears constantly and at increasingly affordable prices. Handheld scanning devices are available to transmit text, including exams. Cameras, by themselves and built into cell phones, can photograph and transmit images of papers and people, with or without their knowledge. In reaction to the proliferation of electronic communication devices (ECDs) in schools, in the 1980's various state legislatures and school boards enacted laws and policies to ban or limit the possession and use of these devices. On the other hand, recent incidents of school violence have prompted an outcry in favor of allowing students to carry cell phones. Parents insist that their children be able to communicate with them during emergencies at school, setting the stage for the rapid spread of misinformation about a situation at school. Used strategically, electronic communications devices can help teachers and administrators distribute information and ensure that students with IEPs (Individualized Education Programs) can attend general education classes. A sound policy that is communicated clearly to teachers, students, and parents can help schools take advantage of the benefits that ECDs offer.