This thesis consists of a high school classroom teacher-researcher’s critical narrative reflections on student usage of personally owned cell phones. The teacher-researcher explores, with assistance from scholarly voices, evidentiary exemplar data between a school based policy and her students and their use of cell phones. The teacher-research seeks understanding of the complexities and tensions that arise from the introduction and acceptance of digital smart cell phones in a classroom. The research comes to focus on questions regarding school/classroom policy for the inclusion of cell phones in a school and students’ practices with them, the “essence” of a cell phone, the “power” embodied in cell phone technology, the phone’s “mediating” abilities, and the phone’s connection to “posthumanism”. The teacher-researcher concludes with a summary understanding regarding impacts of such a device on her teaching practice.