Cell phones in education

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Comparing the use of cell phones in education

Education Technology

Cell Phones in the Classroom?! How cell phones have revolutionized education in the world today.

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Cell Phones: Time to lift the ban on mobiles in a school setting? ,[object Object],http://www.openeducation.net/ Main

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Mobile Devices in Education ,[object Object],http://cit.duke.edu/

Mobile Devices in Education ,[object Object]

Abstract : Mobile devices in this modern generation such as cell phones has become the most used instrument in the people’s daily activities including browsing Internet and sending e-mails. In this work, the mobile technology is suggested to help the higher educational students, studies, check their emails, self-testing themselves, following news, search for jobs, the help of new learning environment to learn course subjects easily, collaborative learning opportunity, and remaindering the learning activities automatically (Homework and announcement, exam, self-test, chat, etc.). This application will also have the ability to send a voice call to their teachers and attend conferences through internet, even by video calls. Basically, some methods have been suggested to settle this application according to the available new technology. The preliminary outcomes of the conducted experiment demonstrated the possibility of applying mobile devices within the various help of the students at Girne American University and for the young people and scientific. In this work, survey is prepared as two forms, one for personnel information and the second for the use and benefits of using smart phones in higher education. Keywords: Psychology, Smart Phone, higher education, Internet Addiction, Positive Media

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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 wireless 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 classroom. 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.

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Running head: STUDENTS AND TECHNOLOGYTHE HARMFUL EFFECTS 1 TECHNOLOGYTHE HARMFUL EFFECTS 2 The Harmful Effect of Personal Technology to Students Sandra Tharpe American Intercontinental University November 27, 2016 Abstract This paper discusses the subject matter that students are being harmed by their overdependence on personal digital technology. It highlights four main points to support this argument and offers one counter argument. It concludes by stating that in as much as technology does harm students, it has contributed to the quality of education. The Harmful Effect of Personal Technology to Students Overdependence of personal digital technology by students should be monitored and regulated as they are adversely affected. Comment by Rebecca Coleman: Good thesis, but you need an introduction paragraph to provide background for your essay. First, statistics report that three in four teens (74%) aged 12-17 own cell phones, tablets and other devices (Pew Research Centre, 2013). This is alarming as one wonders what time dohow they get to theirhave time to study and socialize studies and even socializing. Students’ overdependence on technology adversely affects their social skills, which enhance interaction and communication with others. The second argument is that students visit social media sites multiple times in a day, and this means that they do not get to their school assignments, and if they do, it is not their best work. This is because their brains are overexcited with what is in the internet, thus limiting their imagination and memory capacity. Richtell (2012) reports that based on research done on effects of technology on students, 90% of teachers stated that technology has been very distractive and has limited the attention spans of students. Comment by Rebecca Coleman: You’ll need to provide evidence that this is the case in the revised version of this paper. Frequent use of technological devices limits their students’ ability to search for good quality research materials and sources. The internet can mislead them, thus they may end up producing poor quality schoolwork. Lastly, students are exposed to social dangers such as obesity, suicidal thought processes, and even criminal activities. Technology makes students feel a sense of adventure, and they therefore develop a persona who that can break rules without caring about the consequences. They also risk being brainwashed, thus they may lose their identity leading to dangerous traits, such as being suicidal or having depressive symptoms. Comment by Rebecca Coleman: Through the internet? Comment by Rebecca Coleman: You’ll need to support this with research. However, technology has made modern life easy and convenient, especially in terms of education. Students can easily access a wide var ...

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