There is new trend call BYOD bring your own device that is becoming popular in many schools. The policy allows students to bring in whatever electronic device they own, notebook, IPad, smartphone, etc. One benefit of implementing BYOD policies, is that schools would save money by not having to provide computers for students.
Research from a recent study in Canada, showed that students who participated in BYOD programs were more invested in their own learning and were more engaged because they were already familiar with the technology. Cell phone use has become a lifestyle for millions of families who instantly communicate with each other and access the web.
As adults, we use cell phones in every aspect of our lives, at home and at work. It only makes sense to put new technology in the hands of our children and let them use it for learning. The cell phone debate in recent years has mostly centered around the reasons why phones should not be allowed in the classroom. Much has been said about how cell phones can disrupt learning.
Teachers see them as personal items that should be confiscated and they worry that students will use their phones for texting their friends, playing video games, or posting comments and pictures to social media.
Some students have been known to use their phones to cheat on exams. Most schools are creating new rules attempting to control cell phone usage. But, in spite of the potential for negative behaviors, cell phones could become an essential part of every classroom in the future.
The fact is, that most students already have the devices in their pockets, so integrating them into the classroom is the next logical step. Starting in September , cell phones will be banned in Ontario classrooms during instructional time.
How the ban is enforced will be up to individual boards and schools. The decision and renewed debate has many teachers and parents left wondering: can cell phones ever really benefit students in class, or are they best left tucked away? Students check their phones in the classroom an average of more than 11 times a day. That can add up to a lot of time spent distracted from schoolwork.
Students check their cell phones in the classroom more than 11 times a day. If properly managed, cell phones can be used as tools to help children learn in the classroom.
The following are some of the pros of allowing cell phones in school:. Cell phones give students access to tools and apps that can help them complete and stay on top of their class work. Class wide texts can keep students up to date on assignments, and students can use their phones as a class planner to record important dates.
For projects, cell phones can also play an important role in gathering media. Cell phones can be used to take photos, record video, and make audio logs. Photos and video can be added to PowerPoint presentations. Or, students can make entire videos, post them to YouTube, then share them with the class. Audio recording can be used to similar effect, acting as a voice over for projects. If students have cell phones, teachers can also use different apps to help deliver instruction and lessons to students.
As documented at the Technology, Entertainment, and Design blog, there are plenty of apps that can be used for instructional delivery. These apps target different subjects and can help engage students more closely with their lessons. Duolingo , for instance, can be used to help educated students taking a foreign language course. The wide variety of ways students can learn make the app that much more engaging.
Another useful app is Instructable. This app contains over , do-it-yourself projects and instructions for getting those projects done. This app is perfect for maker classrooms that put an emphasis on creation and making projects that put science and engineering lessons to use. Students can also use more general apps to help them with their daily work. This makes it far easier for a teacher to use classroom time effectively instead of having to worry about daily handouts.
As can be seen by this brief review, there are multiple apps available to instructors that can help enhance classroom lessons. Evernote, meanwhile, allows for lessons to be distributed without time consuming handouts, which is beneficial to both students and teachers. This helps students stay on top of their work more closely. So, here are just two of the ways that cell phones have been integrated into the classroom. A specific example of how cell phone technology was integrated into the classroom was laid out by authors Warnich and Gordon.
In this specific example, educators used Poll Everywhere, which is a free audience response system. An audience response system works by allowing the audience to vote on a topic or to vote, as a group, for what they believe the correct answer to a question is. In this example, History teachers received immediate feedback from their students.
The teachers simultaneously displayed the answers using a projector. After all votes had been taken in, the instructors used the responses to determine whether the lesson was appropriately taught, determine how many students had accurately picked up on the lesson, and used the responses as a springboard to further discussion about the topic.
The use of an automated response system was therefore important to generating increased participation from the class as well as important to increasing teacher awareness about how well students were learning. Published by Emerald Publishing Limited. Anyone may reproduce, distribute, translate and create derivative works of this article for both commercial and non-commercial purposes , subject to full attribution to the original publication and authors.
Mobile devices connected to the internet such as smartphones and tablets have become the choice platform for the millennial generation engaged in various internet activities. There has been spectacular growth in the global mobile market with projection of increases in ownership and penetration rates GSMA Intelligence Report, The estimate is to be at 5.
Advances in technologies and ICTs have led to greater use of mobile technology in the education sector, and particularly at the university level. The higher education sector has become increasingly technology-driven. More developed countries are using modern advances in educational technologies and instructional design.
These range from e-learning, distance education, Bring Your Own Devices BYOD , use of online and social media, student response systems in classrooms, to now game-based learning, Web 2. This has created disruption in pedagogical structure and framework of learning institutions resulting in noticeable shifts from instructor led to more student-learner centered, self-lifelong modes of learning.
Universities in Jamaica and the Anglophone Caribbean have also embarked on initiatives to increase the use of technologies in their institutions in response to the emergence of these educational technologies.
Mobile and ICTs, therefore, provide many opportunities to create, deliver and support innovative methods of learning.
Research points to the use of such technologies in facilitating collaboration and communication, enhancing creative and interactive learning styles and the development of tools, applications to aid in the delivery of educational content. Institutions, therefore, have to carefully weigh investments made in technology against the benefits realized by students and administration in adopting such technologies in learning environment.
Technology implementation can create its own set of challenges and issues specific to each institution. This can represent substantial costs and resources expended to acquire potential benefits.
Research indicates that the study of various user acceptance models in developed countries is a useful technique in predicting successful adoption of technology in learning. Given our unique challenges and constraints, such studies on student receptiveness to mobile technology use in classroom scenario may better inform institutions how to integrate mobile phone usage into pedagogies and delivery modes to enhance student performance and learning outcomes. This research embarked on an empirical approach by collecting data on a sample of undergraduate students and soliciting their perception about using cell phones in a class setting via survey instrument.
The ensuing sections contain the research methodology, analysis and discussion of the results along with recommendations for the future.
While much of contemporary literature seem fixated with the wide range of features and capabilities of these devices, others rightly focus on identifying those key properties and attributes, which can be incorporated and employed to learning delivery methods. University students are especially heavy users of cell phones and this has implications for learning outcomes at the tertiary level.
Institutions will have to place greater importance on using mobile technology resources efficiently to support learning. They offer more appeal to students with respect to the ease of access to search for information. Internet connection enables students to use mobile phones as modern tools to collect and acquire knowledge, which creates further opportunities for learning while attending lectures.
Primary benefits are enhanced communication and collaboration, along with greater interaction and increased learning irrespective of time or location. Mobile devices belong to six categories such as smartwatches, mobile phones, PDAs, web pads, tablets and laptops Sharples and Beale, Others classify mobile phones as one variant of portable digital assistants PDAs , which is defined as any handheld device equipped with computer capabilities, which can be used to support educational objectives Churchill and Churchill, More importantly, they also facilitate higher-level thinking and computational skills.
In terms of pedagogical frameworks, there is the view that mobile phone features and attributes can be of significant value in helping to create new learning styles and methods.
The increasing use of mobile phone technology within the higher education context represents a paradigm shift in thinking about teaching and learning strategies. Existing pedagogical frameworks tend to assume that learning occurs largely in the context of a classroom setting.
Many contend that mobile technology integration in learning upsets this notion and is spawning new pedagogies integrating its use inside and outside the university environment Martin and Ertzberger, ; Wong and Looi, ; Patten et al. In addition, with continued advances in technology, such methods are considered especially relevant for applications in virtual learning environments with the growing use of digital tools.
The literature also indicates the use of mobile phone device features to support more popular learning approaches in higher education, namely, lifelong learning and mobile learning m-learning. The pedagogy of lifelong learning focuses on providing students with higher-order skills and competencies i. Directly emerging from mobile technology advancements, mobile learning m-learning is viewed as perhaps offering potentially the most exciting, futuristic and technologically advanced possibilities in revolutionizing the delivery of higher education in the immediate future.
This is because mobile phones are exceptional learning tools in various educational settings Ahmad, , a , b , a , b. The ubiquitous nature of mobile technology combined with advances in ICT and wireless internet technology is considered to be the future of education technology and learning Moreira et al.
Such devices are regarded as vital technology support tools, which facilitate rather than replace normal methods of communication and interaction during the learning process, and hence, are essential in the creation of innovative learning strategies for university students Naismith et al.
Others view the return on investment, cost-benefit analysis and cost-effectiveness approaches as more important determining factors in developing strategies around appropriate pedagogical approaches to mobile phone technology integration.
In terms of cost savings and long term benefits, it can also enable real value for all education stakeholders via mechanism such as virtual learning environments, peer and assessment tools without the requirement for additional amounts of resource outlays. Mobile phone technology carries with it certain unique technical features, which present real cost savings for existing educational models.
Given the level of technology with advances in networking, internet and digitalization, students have higher expectations regarding access to lower cost and just in time modes of learning. Given the ubiquitous nature of mobile phones and continued advances in technology, we have witnessed a gradual shift in thinking about the creation of new approaches to teaching and learning.
Much of the discussion centers on the role of mobile phones in developing personalized, collaborative and authentic forms of learning to generate rather than enhance student learning experiences and raise higher education outcomes.
The literature indicates a revolutionized approach to m-learning methodologies. Some assert that both students and lecturers need to be receptive, aware and ready to adapt to this new dispensation to successfully implement new pedagogies surrounding mobile phone technology Moreira et al.
More recent developments have seen the creation of alternative pedagogical frameworks such as technological pedagogical content knowledge TPACK , technology acceptance model TAM and the unified theory of acceptance and use of technology UTAUT models of mobile technology integration Scherer et al.
The TPACK framework uses supporting mobile features together with three important knowledge domains, namely, technology supporting tools , content educational subject matter or materials and knowledge pedagogies best fit education methods to deliver the desired learning outcomes.
It is referred to as the three important knowledge domains, which requires teachers to be competent in all three areas in conjunction with the supporting tools to produce the best learning outcomes. TAM attempt to explain factors, which account for acceptance and adoption of digital and mobile technologies in education. It examines such factors as perceived usefulness, ease of use and attitudes as powerful influences for comparison with other models of technology integration. One study conducted in a South African higher education institution applied this framework with the use of the popular mobile instant messenger MIM app, Whatsapp, in a learning context.
This application affirmed a positive relationship between these factors and perceived usefulness of mobile learning.
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