Blog Post 2: Handheld Devices

            The article provides an in-depth look into the benefits and barriers of using cell phones in academic settings. The literary review gives insight into how cell phone use has been perceived in schools. Due to the affordability and increased capabilities of cell phones, more teenagers and pre-teens come to school with cell phones. Originally teachers considered cell phones just another distraction in the classroom that needed to be dealt with by banning or prohibiting use. However, due to new advancements in technology the cell phone has proven to be a worthwhile educational tool when it is harnessed and monitored correctly.

            The problems with cell phones previously were that they would distract students with texting and phone calls, and they provided convenient ways of cheating for students. Case studies have proven that the phone is not as much of a distraction as educators expected (Thomas, O’Bannon, & Bolton, 2013). Although the cheating concern is valid, there are ways of overcoming it with careful monitoring and providing rules for test time. The other barrier was teachers’ perceptions of cell phones. However, studies show that teachers have seen the benefits of cell phones and are using them more as instructional tools in their class (Thomas et al., 2013). Therefore, few barriers remain besides the concerns of cheating and providing the technology for every student.

            The benefits of using cell phones are vast. There are many ways that teachers can cater the cell phones capabilities to their needs. Students can create projects like podcasts and videos as well as communicate with their cooperative group members in a wiki or blog. Teachers can use websites that poll students and make interactive educational games using their cell phones as clickers. Furthermore, cell phones with internet capabilities provide an endless amount of information for students to study, share, and use to create their own products. With all of the possibilities that cell phones provide the only question is will the teachers use them?

            According to the study (Thomas et al, 2013), the answer is yes. The majority of teachers in the study agreed that cell phones are useful in the classroom, and they are willing to allow their students to use them. The next step to consider is how they are being used. Most teachers informed the researchers that they use the cell phones for communication and collaboration with their fellow teachers and/or parents. This implies that teachers may improve the cell phone engagement by using them for student instructional aides or a means of presenting information to their class. Overall, the use of cell phones in classrooms has increased and has many potential benefits once teachers begin to use it as a tool of learning and not just communication.

Reference:

Thomas, K.M., O’Bannon, B.W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’                      perspectives of inclusion, benefits, and barriers. Computers in the Schools:Interdisciplinary                Journal of Practice, Theory, and Applied Research, 30:4, 295-308.

           DOI:10.1080/07380569.2013.844637