The study utilizes three groups of students; two groups which are the sample pool and a third group as the control group. The intent of the project is to determine if the use of smartphones in the classroom enhance students learning the content. To determine this; surveys, interviews, and assessments were used. Host school: Lamar University at
Beaumont, Texas, 2013 by Artis R. McCoy(www.mccoyartis
@yahoo.com).
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
There are both benefits and potential problems of allowing mobile devices in classroom environments. While devices like smartphones and tablets can be a source of distraction, they also have the potential to provide students with interactive and enriching learning opportunities. Allowing mobile devices also gives educators an opportunity to teach responsible and appropriate technology use.
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Research on Use of Mobile Phone : A Comparative Study between Male and Female...Ahasan Uddin Bhuiyan
The study aims at exploring the gender differences in mobile phone usage by the
male and female students who are studying at the University of Dhaka. Additionally, the study determined personal and family factors related to the mobile phone use and, the relationship between problem mobile phone use and
psychological health of the students. The random-convenience sampling basis was employed to identify the students (N=120) who completed a self-administered questionnaire. There have significant difference in usage pattern between male and female students. Female students mostly cell phone for voice calls, text messaging and listening FM radio while male use more for entertainment and social networking purpose. Male students maintain close tie with family living in distance (villages or towns far away from Dhaka) while female prefers using mobile to make personal relation steady (with friends and lover). Female students view it as a security tool and male students view as a medium to express fashion and style. Female prefers talking more at night and male at day. Majority of female students talks more than 3 hours a day but majority of male students prefers talk less than an hour a day. Male students find spending more time on mobile phone have vulnerability to psychological disturbances. Females are not aware of it. There is a need to further uncover underlying factors that influence student’s mobile phone behavior.
.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
Students’ Perceptions of the Effectiveness of Technology Use by ProfessorsCathy Yang
This report is about Students’ Perceptions of the Effectiveness of Technology Use by Professors. It is based on the result of a survey conduct at SUNY potsdam in 2013.
Issues of using ICTs in higher educationPaul Oliver
Presentation slides for "issues of using information communication technologies in higher education" presented by Paul Oliver and Emma Clayes (Perth College UHI) at the European Conference of Social Media (ECSM 2014).
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Research on Use of Mobile Phone : A Comparative Study between Male and Female...Ahasan Uddin Bhuiyan
The study aims at exploring the gender differences in mobile phone usage by the
male and female students who are studying at the University of Dhaka. Additionally, the study determined personal and family factors related to the mobile phone use and, the relationship between problem mobile phone use and
psychological health of the students. The random-convenience sampling basis was employed to identify the students (N=120) who completed a self-administered questionnaire. There have significant difference in usage pattern between male and female students. Female students mostly cell phone for voice calls, text messaging and listening FM radio while male use more for entertainment and social networking purpose. Male students maintain close tie with family living in distance (villages or towns far away from Dhaka) while female prefers using mobile to make personal relation steady (with friends and lover). Female students view it as a security tool and male students view as a medium to express fashion and style. Female prefers talking more at night and male at day. Majority of female students talks more than 3 hours a day but majority of male students prefers talk less than an hour a day. Male students find spending more time on mobile phone have vulnerability to psychological disturbances. Females are not aware of it. There is a need to further uncover underlying factors that influence student’s mobile phone behavior.
.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
To find the students awareness of social networks.
b. To find for what purposes the students are using social networks.
c. To find effects of social networks on studies of the students.
d. To find Student’s ideas on how social networks can be used positively for education purposes.
e. To find average time spent on social networks by UNIVOTEC students
f. To find average expenditure spend by students on sustenance in social network
“ Mobile influence factors “ effects of smartphone on traditional in stor...Maude Jasso
This “ Mobile First – Attitude” may soon be the norm keyword and growth agenda on major corporation‘s agenda as it signify a profound revolution bigger than any other events in this era as it poses to almost every marketing professional a challenge to close up the mobile monetization gaps , as many service provider has yet to capitalize on the mismatch between the growth in mobile usage and mobile monetization.
http://www.mobilegeosocial.com
The Paperless Student - Skills and Confidence Reading on ScreenMatt Cornock
Presented at ALT-C 2014, University of Warwick, 1-3 September 2014. Paper 592. The Paperless Student: The impact of an intervention addressing digital study competencies. Matt Cornock and Blayn Parkinson, University of York, UK. Do we make too many assumptions about students' confidence and competence with digital literacy? Are the problems reading on screen based on technology or behaviours? What approaches can we use to support students and help them realise new skills to engage with digital documents? This paper aims to address these questions drawing upon survey and small scale feedback from the readingonscreen.com website.
Masters Thesis New York University: Mobile Digital Marketing & Future of Hote...Charisma Glassman
The Maters Thesis is an in-depth study on the latest trends on mobile advertising and digital strategy. It also talks about application on hospitality industry where brand and customer loyalty can be increased through mobile websites and apps rather than just losing profits to online travel agents such as priceline etc.
This report was meant to identify the mobile phone industries of Bangladesh based on major mobile brands in Bangladesh, company analysis, present situation etc.
While many schools view smartphones as disruptive distractions in the classroom, these devices are here to stay and can be a positive force for learning when used properly. Learn these six rules to help your school make the most of smartphones.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This presentation details the use of mobile technologies, such as smart phones and tablets, as important instructional research components in a global social media course. Examples will be provided relating to the research procedures, mobile technology implementation and designed academic activities that illustrate beneficial and enhanced student learning.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
The course notes state that in ANOVAA factor is an explanatory v.docxcherry686017
The course notes state that in ANOVA
A factor is an explanatory variable that exists at different levels, the levels being controlled by the experimenter. Levels of factors may be either qualitative or quantitative, and the set of factors levels applied to a particular experimental unit may be thought of as treatments in the context of the experiment.
However in the review summary for ANOVA
ANOVA model can be viewed as a special linear regression model where all the predictors are categorical variables (factors)
Can you kindly help me understand this better. Aren't categorical quantitative
English 108 Chabot
Spring 2015
Final Reflection and Portfolio Assignment
Final Reflection (50%)
Assignment: Thinking about your experience and progress as a student writer this semester, reflect on your learning process as you completed each of the three required Writing Projects for this course. In particular, consider how your knowledge of academic writing has changed since you entered this course. (NOTE: You may use your reflection assignments from Writing Project 1 and 2 to complete part of this assignment, but be sure to add a reflection for Writing Project 3, as well.) Feel free to use the questions below.
Questions for Writing Project 3:
Think back over the whole process for Writing Project 3.
· Which part of the process did you put the most effort into? Which part of the process do you wish you had spent more time on?
· What was the most difficult part of writing this paper?
· Describe in detail at least one specific revision you made and explain how it made your paper more effective.
· What was the biggest problem you encountered in writing this paper, and how successful were you in solving that problem?
· What specific improvement or revision are you most proud of?
· What new writing behavior or strategy do you feel you’ve developed that you intend to use in the next paper as well?
· How would you compare the experience of Writing Project 3 with your experience with Writing Project 1 and/or 2? Did you use a different process, or the same? Why?
Questions for reflecting about the semester as a whole:
Think back over the whole semester.
· How did you feel about writing upon entering the class?
· If you could write a letter to yourself on the first day of class, what would you say?
· How have your personal writing practices changed?
· How have you already used ideas from this course in other courses?
· What has been most valuable for you from this semester?
· How do you see writing playing a role in your life after this course?
Reflection Length: Minimum of 500 words
Format: MLA: Heading, title, 12 point standard font, 1” margins.
Due: Tuesday, May 5 by 11:59 p.m. on Blackboard and on your Digication ePortfolio
Portfolio (50%)
Assignment: Complete your Digication ePortfolio by adding all three Writing Projects (each one on a different tab) and your Final Reflection. Post the link to your final portfolio on Blackboard or send it to ...
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTSThiyagu K
M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.
Dial D for DistractionThe Making and Breaking of Cell Phone.docxmariona83
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Incorporating student technologies into the curriculum in order to expand the classroom beyond the school. Thanks to Liz Kolb for the bulk of the material.
TRACK 9. A world of digital competences: mobile apps, e-citizenship and computacional systems as learning tools
Authors: Blanca García-Riaza and Ana Iglesias-Rodríguez.
https://youtu.be/TPAGbn5kduY
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Chapter 3 - Islamic Banking Products and Services.pptx
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS LEARNING THE CONTENT
1. Running Head: SMARTPHONES IN THE CLASSROOMS 1
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS
LEARNING THE CONTENT
An Action Research Project
Presented to
The Faculty of the College of Graduate Studies
Lamar University
In Partial Fulfillment
Of the Requirements for the Degree
Education Technology Leadership
by
Artis R. McCoy
December 2013
2. SMARTPHONES IN THE CLASSROOM 2
ABSTRACT
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM
By
Artis R. McCoy
The idea to research the use of smartphones in the classroom to enhance students learning
the content came to me upon the bequest of my research professor to decide on a research
topic. However, I had thought well before how smartphones are so demonized in the schools.
So, I decided to investigate the idea on my campus; a middle school in southeast Texas, a small
urban industrial area. The campus is a Title 1 campus, with a large population of economic
disadvantaged students, diverse population (majority of which is Hispanic). This study
confronts the problem of not using smartphones in the classroom and can smartphones
enhance the instruction and learning process while used in the classroom.
Subjects were two groups who utilized cell phones to complete task and an assessment at
the end of instruction; the control group did not use smartphones during instruction and also
not used on the assessment. Well, the data revealed when comparing the two smartphone
using groups to the control group showed the groups using the devices had a higher mean
(average) but wide standard deviation. The study does show positive smartphone outcomes.
3. SMARTPHONES IN THE CLASSROOM 3
Determine the Use of Smartphones In the Classroom to Enhance Students
Learning the Content
Introduction
This study utilizes three groups of students; two groups which are the sample pool and a
third group as the control group. The intent of the project is to determine if the use of
smartphones in the classroom enhance students learning the content. To determine this;
surveys, interviews, and assessments will be used.
The campus which I will conduct this action research, is a middle school located in south-
east Texas, a small urban industrial area. The area has a very diversified population, with
sixty per-cent Hispanic, thirty per-cent African American, seven per-cent Vietnamese and
three per-cent White. The campus ethnicity is relatively the same as the area, while the
campus is identified as a Title 1 campus with a large population of economic disadvantaged
students. The grade levels of this campus are sixth through eight grade.
Challenges
(1) Smartphones are not viewed in a positive way, (2) phones can be confiscated and
(3) keeping the subjects on task. Many campuses have so demonized the devices as to
4. SMARTPHONES IN THE CLASSROOM 4
where they are considered as something negative. The campus in which I will conduct this
action research is a middle school located in southeast Texas, in a small urban industrial
area. This area has a very diversified population, with sixty per-cent Hispanic, thirty per-
cent, African American, seven per-cent Vietnamese and three per-cent White. The campus
ethnicity is relatively the same as the area, while the campus is identified as a Title 1 campus
with a large population of economic disadvantaged students. The grade levels for this campus
are sixth through eight grade. On this campus smartphones are not viewed in a positive way,
especially when they are in the possession of students. When phones are confiscated, students
must pay fifteen dollars for their return. Another challenge to this study involves keeping the
subjects on task.
Problem Statement
This study confronts the problem of not being able to use smartphones in the classroom.
Smartphones arrived in the year 2007, and though they have been received and embraced by
many institutions in their work places; that is not the case in the educational classroom. So
these kinds of studies are needed to perhaps expose the more positive benefits for classroom
use. The action research project that this study involves, requires all participants to have their
personal smartphone. Participants must have permission by parents and administrators to use
5. SMARTPHONES IN THE CLASSROOM 5
the device in the classroom. Students must be willing participants and be given permission
(parents) to download free applications if necessary. This action research project wants to
determine the use of smartphones in the classroom to enhance students learning. Since
the advent of smartphone (2007), phone usage and capabilities have grown immensely.
However smartphone usage in the classroom is moving at a delayed pace.
Significance of Study
The project will provide a base for teachers (educators) who want to challenge their teaching
methods; can also be thought of as a platform to flip the classroom. This study will also add to
the knowledge base for the implementation of smartphones in the classroom. Another benefit
could mean providing a positive impression of the device’s usage in the classroom.
Literature Review
No matter whom we ask, almost all will admit that smartphones are impacting their lives, in
some way or form. But, for educators there is this love-hate relationship in their response con-
cerning smartphones. Jennifer Carey (2012) says when we combine the modern smartphone
with wireless internet access and the remarkable number of cheap and free apps now available,
we find that they are truly amazing pocket-sized learning devices. Whether educators like
them, or hate them, the reality is that cellphones are going to become pervasive in our class-
6. SMARTPHONES IN THE CLASSROOM 6
rooms, if they aren’t already. Educators have an obligation to find ways to implement and
incorporate new technologies and media in the classroom; change the conversation about
smartphones from the negative to positive. Middleton, Woodcock, and Nortcliff (2012)
found that students who own smartphones are largely unaware of their potential to
support learning and in general, do not install smartphone application for that purpose.
They are, however, interested in and open to the potential as they become familiar with the
possibilities for a range of purposes. Herring (2009) discusses how smartphones were used
to collect video, image and audio data for creating digital narratives or stories for use as
curriculum resources. It was established by Cochrane and Bateman (2007-2009) that the
choice of smartphone is critical to students in the acceptance of its use as a function of
both the social acceptance and the smartphone’s ability to address the user’s specific
requirements. Participants were asked to state which smartphone they owned by completing
an open text field. Of the 188 owning smartphones, 88 declared using applications for
learning purposes, and 76% of the remaining 100 responded positively to the question
“would you consider using an application if it benefitted your studies”? However, 4%
disagreed, while the remaining 20% were neutral.
Subjects
7. SMARTPHONES IN THE CLASSROOM 7
The target population will consist of seventh grade social studies students of a school
district in Jefferson County, Texas. A high percentage of these students are described as
disadvantaged. The campus is considered a Title 1 campus made up of the following demo-
graphics; approximately sixty-five per-cent Hispanic, twenty-five per-cent African
American, seven per-cent Vietnamese, and three per-cent White. There are approximately
300 seventh grade social studies students; 90 of those will be subjects. Sixty of the subjects
will be Pre AP students. The other 30 subjects will belong to the control group. The Advanced
Placement cluster will help negate sample biases; students will be similar in their ability.
Students are also conveniently accessible. This sample number is also a manageable amount
when surveying and for questionnaires. Members of the sample pool will be pre-surveyed
regarding smartphone use in the classroom. Sample population may be impacted by the results
of the survey.
Procedures
The purpose of the project is to determine will the use of smartphones in the classroom
enhance students learning the content. Social Studies teachers were surveyed prior to
implementation and intervention, concerning their knowledge of policy and their attitude
about smartphones in the classroom as a learning tool. The subjects will participate in a social
studies lesson (to be determined) that will require the use of smartphones. Two classes (7th
8. SMARTPHONES IN THE CLASSROOM 8
grade) of students (subjects) will perform tasks using their phones to complete a particular
section of the lesson(s). These will number in each class approximately 30 subjects each. A
third group numbering also approximately 30 subjects will be by design the control group.
Although this group will participate in the same lesson(s), they will not be permitted to use
smartphones while engaged in the lesson. Subjects involved in the research lesson(s) will
complete an assessment based on the content of the lesson(s). Three social studies
teachers will be involved; they will deliver the lesson(s) to each group. Teachers will also be
involve in the assessment phase. The intervention will begin during the fall of 2013, first
or second six weeks, and the project should be completed by the third six weeks end.
Data Collection
Data collection is an integral and important aspect of the action research plan (project).
Teachers were surveyed prior to implementation of the research project. The data or
results of these surveys will be provided in the form of charts. Assessment of all subjects
who participated well be performed during the second six weeks in which the lesson will be
presented. The assessment will be in the form of a written test where subjects will provide
short answers(must be an instrument that eliminates guessing). Subjects will be blocked,
so I may be able to assess the same day following the lesson. Student’s results will be
9. SMARTPHONES IN THE CLASSROOM 9
provided in the form of a chart with raw data for each individual student. The chart
will provided numerical scores, mean, and standard deviation.
Terms
Smartphone: A mobile phone that offers more advanced computing ability and connectivity
than a contemporary basic feature phone.
Pre AP: (advanced placement classes): Placement or course that leads to advance placement
courses in high school.
Title 1: Provides financial assistance to local educational agencies for the education of
children of low income families.
Action Research: Is a systematic process of solving educational problems and making
improvements.
Findings
Participating teachers were surveyed prior to implementation of the research project;
the results are as follows.
Is there a policy against using smartphones in the classroom to engage the learner
in the content activities and assessments?
Do you feel that the use of smartphones can assist in enhancing student learning?
10. SMARTPHONES IN THE CLASSROOM 10
Have you thought about using smartphones in the classroom as a learning device?
Would you participate in a study addressing the use of smartphones in the
classroom?
Teachers answer yes to each question, however, there is no policy preventing the use of
smartphones in the classroom for as a tool for learning. All participating teachers were
briefed concerning the matter. Surveys was conducted within the social studies department
with three teachers responding to the four questions. Below are the results that the research
yield after students were assessed over the content that was provided through instruction.
The assessments detailed sixteen question pertaining to the English colonies of North America.
Two groups used smartphones with the application “Poll Everywhere” to provide responses
to the questions. A third group (control) were assessed using the conventional paper/pencil
method with multiple choice.
DATA: SMARTPHONES IN THE CLASSROOM
GROUP I (SMARTPHONES) MEAN MEDIAN MODE STANDARD DEVIATION
64 65 85, 92 22.0
GROUP II (SMARTPHONES) MEAN MEDIAN MODE STANDARD DEVIATION
63 58 54 30.0
CONTROL GROUP MEAN MEDIAN MODE STANDARD DEVIATION
51 63 63 14.6
11. SMARTPHONES IN THE CLASSROOMS 11
Summary
Through this research study I expected to find that the use of smartphones in the classroom
enhance students learning the content (instruction). After viewing the data (results), the
results support the idea that smartphones can add value to instruction and learning. Students
using smartphones did have a positive outcome when using the mean (average) to evaluate
smartphone use. My original expectations was to find that the results for the mean would
support a higher average than the mean of the control group and that the standard deviation
for the smartphone groups would be somewhat narrower ( not deviating so far from the mean).
Conclusions and Recommendations
Conclusions
The research allowed me to determine the impact of using smartphones in the classroom as
a tool to enhance learning. The results are in and the data is somewhat mixed. I wanted to see
the spread between the mean and standard deviation for the smartphone groups narrower
than what was presented, but it was still less than smartphones average (mean), which is
acceptable. Population was small but adequate enough to yield valid results.
Reflection
We are embarking on new ground; the classrooms are evolving into cyber places in which
12. SMARTPHONES IN THE CLASSROOMS 12
personal electronic devices are tolerated and welcomed. This research and others are
helping to remove the stigma and fear that has been promoted far too long. The teachers
(Sparks, Milo and Howard) whom participated in the survey and project have continued to
use the devices. I see the devices becoming very practical and contagious throughout my
campus. I feel that the thesis was addressed and the results validated my beliefs, indicating
the research is somewhat of a success. There are many ways to address this idea, I choose
this method because it was suited for educational research purposes as well as enabling
me to answer my research question.
Recommendations
Good advice would be to make sure that students will have their smartphones in class
for the intervention or you make end up working with a smaller population than expected.
A good idea would be to register the students phones, that means making a list per class,
student name and phone number. Allow non-participants to be relocated to a designated
place until event is over. If research is conducted using multiple classrooms (sites), project
leader needs to be free to observe an promote best practices.
13. SMARTPHONES IN THE CLASSROOM 13
Concluding Remarks
Although there appears to be a positive outcome when using smartphones in the class-
room as oppose to not using them, the data is inconclusive without more research. There
are still other factors and variables to consider that may or may not be at play. Educators
must also continue to expose themselves to the many new applications that can be
downloaded onto smartphones, and continue to experiment.
14. SMARTPHONES IN THE CLASSROOM 14
References
Carey, J. (2012). Teaching with smartphones. The How of 21st Century Teaching, Voices,
Web Tools that Deepen Learning, p6.
Cochrane, T. and Bateman, R. (2010b) Reflections on 3 years of m-learning implementation
(2007-2009). IADIS 2010 Mobile Learning Conference, Porto, Portugal.
Herrington, A (2009) Using a smartphone to create digital teaching episodes as resources
in adult education. In: Herrington, J., Herrington, A., Mantei, J., Olney, I. and Ferry. B
(eds.) New technologies, new pedagogies: Mobile learning in higher education. Wollongong:
Faculty of Education, University of Wollongong. [Online] Last accessed 28 September 2011.
Online at: http://ro.uow.edu.au/newtech/
Nortcliffe, A., Middleton, A. and Woodcock, B. (2011) Evaluating the use of audio smartphone
apps for higher education learning. Audio Engineering Society 130th Conference,
May 2011, London, UK.