This document summarizes a presentation on whether banning or embracing student cell phones is more disruptive. It discusses the increasing ownership of cell phones among students and both the inappropriate and potential instructional uses. It provides examples of schools that have banned cell phones and those that have embraced their use. The presentation considers how cell phones can be used for blended learning, as response units, for research, and in other ways. It also discusses related policies and references.
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
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
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS LEARNIN...ArtisMcCoy2014
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).
DETERMINE THE USE OF SMARTPHONES IN THE CLASSROOM TO ENHANCE STUDENTS LEARNIN...ArtisMcCoy2014
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).
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.
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.
Banning Cells Phones by Dr. Clarence Johnson and Dr. William Allan KritsonisWilliam Kritsonis
Clarence Johnson, PhD &* William Allan Kritsonis, PhD
Banning Cell Phones on Public School Campuses in American by Clarence Johnson, PhD &* William Allan Kritsonis, PhD
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Johnson clarence_banning_cell_phones_on_public_school_campuses_in_americaWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
In this wide-ranging new talk that was given as a part of Dartmouth College’s Strategic Planning process and their “Leading Voices in Higher Education Speaker Series http://strategicplanning.dartmouth.edu/aspire/leading-voices-in-higher-education-speaker-series, Amanda Lenhart talked about the technological milieu of today’s teens and college students as they grew from children to young adults and the ways in which each major new technological development disrupted our previous communication strategies. The talk also explored the ways that social media is changing campus culture as well as how digital tools are changing where learning happens – MOOCs and mixed classes, flipped classrooms – as well as how it occurs for K-12 as well as within higher education.
To view all 71 minutes of the talk and Q &A, as well as shorter video on the future of the university, please visit: http://strategicplanning.dartmouth.edu/aspire/amanda-lenhart
Dyslexia and Technology presentation at NJPAECET2 conference at Raritan Valley Community College 9/19 and 9/20. A community dedicated to the evelevating and celebrating of the teaching profession.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. NJPSA FALL CONFERENCE
2010
WHAT IS MORE
DISRUPTIVE, BANNING
OR EMBRACING
STUDENT CELL
PHONES?
Presented by: Sandi Paul
Director of Technology
Sayreville Public Schools
October 21, 2010
Twitter: @spaul6414
2. Agenda
Increase in student cell phone ownership
Disruptive and inappropriate use of cell phone
Abuse
Banning
Can’t beat them join them
Embracing
An instructional tool
District and School policies
3. Usage
The numbers showed that cell phone users
are significantly more likely to use their phones
to take pictures (66 percent to now 76
percent), send or receive text messages (65
percent to now 72 percent), play games (27
percent to now 35 percent), send or receive e-
mail (25 percent to now 34 percent), access
the Internet (25 percent to now 38 percent),
and record video (19 percent to now 34
percent). Pew Internet Report
4. Increase in student ownership
Estimate 83% of 17 year olds across the country
have a cell phone today by an April Pew Internet
and American Life Project.
Among high school students 75%.
Among 12 year olds 58% up from 18% in 2004.
42% of teenagers said they could text message
blindfolded.
57% of Smartphone users and 29% of regular cell
phone users said they carry their cell phone
because it is how they stay connected to their
"world".
5. Inappropriate usage
Phones disrupting the
classroom environment
Constant texting in the class
Cheating on tests/exams
Sexting issues in schools
Cyberbullying
6. Abuse
Contact illegal parties outside of
school.
Recording of teachers and other
students
Used for gang communication
Setting up drug deals in a school
Calling a bomb scare
7. Banning
Saranac Lake School Bans Cell Phones
Only during before, lunch and after school
Milwaukee Public Schools Ban Cell phones
House Bill 363 in Pa to ban use of beepers, celll phones, and
portable deice that record, play audio or video material from school
grounds.
The trend at most New Zealand schools is to ban mobile phones
from the classroom and global studies show that New Zealand is
not alone in this stance Mark Prensky (USA, 2004) and Mike
Sharples (UK, 2005).
8. Can’t beat them, join them
Blended learning
experiences both inside
and outside of the
classroom.
Ubiquitous
Technology/Computing
11. Federal Communication
Commission (FCC)
The recently released National
broadband plan made
recommendations to the FCC to
improve education in the US by
supporting and promoting online
learning through the expansion of
broadband technology.
14. Embracing
Response Units -Polling Everywhere.com
Back Channeling -Backchannel is the practice of
using networked computers to maintain a real-
time online conversation alongside live spoken
remarks. Wiffitti
Research/Information
Twitter
Flickr
Texting, Yes Texting!!!!!
GPS
15.
16. Most used apps
Social Networking
Pictures
Texting, texting, texting !!!!!!!
Internet Research
Recording audio/video -
podcasting
Organizational tool-calendar,
calculator, etc.
17. Cases of cell phones use as an
instructional tool
K12 Cell Phones as Learning Tools – Liz Kolb
Demonstration of using a cell phone in the
classroom
Math Dude videos for algebra – Montgomery
Public Schools, Maryland
Students in North Port, Fla.
3rd graders at Echo Hills Elementary School –
web applications
6th graders in Boise, ID
18. Cases of cell phones use as an
instructional tool
In AP Calculus in George Engels classroom-
used outside of the classroom
Principal’s opinion
Lisa Neilsen – The Innovative Educator
Eric Scheninger – New Milford High School
Principal
Adam Bello – eduTeacher.net
Used in science to archive field trips
Blended learning experiences both inside and
outside of the classroom
19. New possibilities
MLDs – Mobile Learning Devices –
GoKnow.com
Project K-Nect – Qualcomm
Turning Technologies
BlackBoard Mobile Learn
Toobook
Kurzweil Technologies
20. Pilot Programs – MLearning
Toms River, New Jersey
Northern Valley Regional High School in Old
Tappan, NJ
Spring Valley, Illinois
Clarkstown Central Schools, New York
St. Mary’s City (Ohio) School District
Southgate Community Schools, Michigan
Watkins Glen Middle School, New York
Katy Independent School District, Texas
Notre Dane High School, Sheffield, England
21. Reasons for cell phones in schools
by Vickie Davis
Save money
Students stay organized
Teaching students how to be digitally
responsible
Safety for students
Privacy
Faster information retrieval
No strain on network or on IT
Model for effective change and innovation
22. Policies
Meigs Magnet School
Logan City School District
Crafting a workable cell
phone policy
St. Mary’s City Schools
Pagers and Cell Phones on
School Property
23.
24. Policies
Involved in cell phone policy
development
Parents
Administrators
Teachers
Students
26. References
Davis, Vickie. Cool Cat Teacher Blog: Making the Case for Cell Phones in Schools.
http://colcatteacher.blogspot.com/2009/03/making-case-for-cell-phones-in-
schools.html (March, 2009)
Neilsen, Lisa. The Innovative Educators: 6 ways to Strengthen the Home-School
Connection – http://theinnovativeeducator.blogspot.com/2010/08/6-ways-to-use-cell-
phones-to-strenghten-home-school-connection.html (August 2010)
Richards, Rebekah. Pros of Cell Phones in Schools-Benefits of Phones for Students:
http://www.suite101.com/content/pros-of-cell-phones-in-school---benefits-of-phones-
for-students.html (April, 2004)
Deubel, Patricia. Mobile Devices: Facing Challenges and Opportunities for Learning:
http://thejournal.com/Articles/2009/03/19/Mobile-Devices-Facing-Challenges-and-
Opprotunites-For-Learning.html (March, 2009)
Abel, David. On iPod use, schools are calling the tune-Some hail benefits of such
devices: (September 2010)
Blackboard and Sprint Team up to bring mobile learning to students at no additional
costs to schools. http://eon.businesswire.com/news/eon/20100322005998/en (March
2010)
27. References
Malone, Tara and Black, Lisa. Cell phones increasingly a class act –
after years of bans, many schools are allowing the devices to be used
as academic tools. (October, 2010)
Nobile, Jeremy. Stow third grade to try out mobile learning devices.
(October 2010)
Twiss, Toni. Mobile Phones in Classroom-Education Review Article
(August, 2009)
Corbeil, Joseph and Corbeil, Maria. Are you ready for mobile learning?
Frequent use of mobile devices does not mean that students or
instructors are ready for mobile learning and teaching. (
Quillen, Ian.: Schools Open Doors to Students’ Mobile Devices- More
schools are doing an about-face as they change policies to allow the
use of student-owned mobile devices in class. (October, 2010)
Alex, Patrick. Cell phone ban in school doesn’t stop teens form texting
in class. (October 2010)
http://www.youtube.com/watch?v=Z2MZ0GG8qVU&feature=related – no cell phonehttp://www.youtube.com/watch?v=aXt_de2-HBE- cell phones bandedhttp://www.youtube.com/watch?v=PQ636tJhWCQ&feature=related – cell phones in the classroom
http://www.youtube.com/watch?v=KcPKk_Re9D4&feature=fvw – complete banning of the cell phonesComplete banning of usage during schoolUse during lunch and between classes
http://www.youtube.com/watch?v=obdf5UosbR0&feature=related –SolowayHttp://www.youtube.com/watch?v=tRTNnpV_79Y&feature=related – georgeengelWhile districts try to find additional funding for technology integration in the classroom, students are walking into the room with devices that are capable of providing a technology rich experience that is guided by the curriculum in the district.Ubiquitous computing (ubicomp) is a post-desktop model of human-computer interaction in which information processing has been thoroughly integrated into everyday objects and activities. In the course of ordinary activities, someone "using" ubiquitous computing engages many computational devices and systems simultaneously, and may not necessarily even be aware that they are doing so.
Jason- 19 year old college freshman, woke Friday morning to download this week’s US History podcast to his iPod the got in his car and listened to his professor’s test review session. Before exiting his car, he receives a text on his smartphone from classmate and student partner. Person had questions and wanted to meet in the library before the test. By the time he got to library his friend had their laptop open and was looking at the review notes and needed the answer for question 3. Then Jason IM the professor, then the professor replied for them to call him. Professor then told them to look in the western Expansion, to find the answer for question 3. They hang up and review the section of notes to find the answer.
Senior John Cram pulled out his phone during a lab experiment in his material science class this fall. He wanted to measure the porosity of a cupcake. Using the cell phone camera, he took a picture, emailed to himself and imported into Photoshop where he could precisely measure each air pocket to calculate the cupcake porosity.
“What we ask on our tests when students come in with Google in their pockets? Will they be better questions than we ask today?”
Marc Prensky “ Digital natives are raised in a ubiquitous technology environment that they twitch-speed, multitask, random access, graphics first, active, connected, fun, fantasy, quick payoff world of video games, MTV and the Internet”.
Boise, ID: Ultimately the technology helped his prior year’s classes “achieve some of the highest Idaho State Achievement Test Scores in the state: 100 in reading , 95 in math and 95 in language arts.North Port, Fla: help increase the reading fluency of students involved with intensive reading classes. Listening to audio books.
GoKnow:Project K-Nect: NC schools for at-risk 9th graders to increase math achievement in algebraBlackBoard Mobile Learn: Blackboard web-based systemToolbook: on iPhone and Android will benefit the blind, dyslexic, struggling readers, learners of a second language and learning disabled. Kurzweil: cell phone reads out loud in several languages and displays on screen what it is reading.
St Mary’s City (Ohio) School District –Dave Janosz at Northern Valley Regional High School “When you think of the options it might open up…it would be silly not to thee the discussion”. Watkins Glen video 1:24 – 4:35http://www.trschools.com/newsnotes/stories/2010-2011/nn_10082010a.asp
Additional advantages: enhanced student-centered learning, support differentiated of student learning needs and personalized learningFacilitate collaboration through synchronous and asynchoronous communication