Using Phones And Other Mobile Devices

Phones are easy to use and very accessible by both students and teachers. “Smartphones allow us to take down notes any time, any place.” “smartphones allows you to access resources and material quickly before an exam.” “not only can we make videos, but we can also edit them, add text, filters, effects and more.” This is true because smartphones really do work in a way that is helpful to students and teachers. This evidence is supporting it by just stating that there are many cool and useful ways to use them.

iPads and tablets have become a popular choice of teachers in many classrooms worldwide due to the positive impact it has on the students. Tablets offer a wide variety of educational applications that have the ability to be downloaded onto the tablet for the students to use. The use of tablets in the classroom, “offer a unique home-school connection by providing students with a classroom experience that relates to the technology-saturated real world” (Blackwell, 2013, pg. 233) The use of iPads and tablets in the classroom provides students with a hands on learning approach to any

Mobile Learning: It is very important for students to be in a position to learn from anywhere at any time. The education world is changing and many scholars are attending virtual classrooms. Online education is now becoming more popular than before, mobile phones have also helped in the growth of M-Learning (mobile learning). Unlike a computer, cell phones are light and easy to carry.

Many of our students have smartphones, laptops, and tablets they use throughout the school day for school work. While some students depend on their devices to look up the current fashion trends and football stats, we feel that technology has also enabled students to think in a different way. Many students are quick on their feet to Google information to prove their friend wrong, send texts and emails in less than 10 seconds, and get excited when they are allowed to use their

Technology has always been a human fascination, from the way it promotes rapid communication to the simple fact that it entertains, and connects people worldwide. As more and more technology-based education systems are being set up in classrooms, we have seen an era when smartphones overpower people, interpersonal communicaiton, and even minds. Personally, after reading these articles, I feel more compelled to quit the use of technology, whether it be the smartphone, laptops, or tablets, in a classroom setting. As the West Point Academy study showed, students tended to score better when any use of technological device was strictly banned. Further demonstrating that technology is a burden on effective learning, the Ereader study made me become aware that the mind is stimulated through actions,

Holmes (2015) describes the subject of Social Studies that which allows students to work in a virtual exchange program integrates and involving 5 different countries. Through these student program engagements, these pupils can select and explore topics of their own choosing (Holmes, 2015). Mobile learning is another avenue of new technology within school districts. In 2014, educational apps followed iTunes as the most downloaded category of smart phones and tablet owners (Cole, 2016). For instants, the Saint Leonard’s College in Australia has students utilizing math app tablets, as well as e-textbooks “to access information, receive instruction, record measurements, and conduct research (Cole,

A great outcome of the app revolution is the transformative learning that apps can help foster. There are thousands of education apps in the Windows marketplace, Apple store and Google play store. From early learning “games” to study aids and even apps that will help you manage the classroom, with more being published every day.

Many people believe that bringing cell phones to school may cause distractions. However, a recent study leads more and more people to believe that mobile phones could in fact be a “powerful learning tool” (Docksai), serving as a mobile computer ("Cell Phones in the Classroom” ). Elizabeth Hartnell- Young, a research fellow from the University of Nottingham tracked 331 students from 14 to 16 years old, for learning through cell phones. They used cell phones to make short videos, set homework reminders, record poems, and transfer files from home to school (Docksai). Students described their learning experience as “motivated” (Docksai). Many experts pointed out that students have a “deep comfort level” with mobile phones (Docksai). In other words, students could learn more if they enjoyed what they were doing. An increasing number of teachers have changed their point of view towards cell phones, many now believe that cell phones would exert positive effects on education. For example, some teachers have already started to collect homework online and answer questions through text- messaging. A school in Saskatchewan encouraged students to read and share thoughts about books through their cell phones (Docksai). Furthermore, according to a recent survey, the majority of students could refrain from using cell phones and not be distracted by them in class. In fact, over 71% of students didn’t

Transferring the teaching method from out of the textbook to laptops can be very distracting. Of course all electronic devices come with games or at least some application you can download. The Students will be able to access many apps including; games, email, social media, and instant messaging classmates (Hurst). Even without this change, students are already constantly on their phones texting or playing games during classes. Do we really want to have more distractions?

Mobile instructional technology allows us to enhance traditional learning scenarios in innovative ways. Approaches to integrating the iPads into library instruction included research guides, web based polling, gaming pedagogy and utilizing apps for academic research.

Using technology in the classroom it a great way to teach students. As a teacher you must be very careful to make sure you are using effective application in the classroom. When looking online there are thousands of educational application out there, so how do you know if you are using effective ones? Teachers must look at app with a critical eye to make that decision, so I have chosen two applications to evaluate. The first application I evaluated was Sushi Monster using the website iPad in Education: Evaluating Apps for the Classroom. This website had me evaluate if it was developmentally appropriate. Also if the app was more about fun vs learning and how accessible it is. The website Education Apps: 4 Pillars for Evaluating Classroom Technology

Teachers can share students photos, behaviour and messages with parents through the app. Teachers can decide what behaviours they want to improve such as staying on task. The program can be used with smartphones, tablets and Iphones. Smartboards can be used to display progress during the day. The program is a valuable communication tool as students get instant feedback on their behaviour. Some students may not feel comfortable having their points displayed, there is an option for avatars to be anonymous or no point displayed. This program links with the ICT capability of communicating with ICT as teachers can collaborate, share and exchange information as well have an understanding of computer mediated

Ermie Fadul is an instructional technologist at Johns Hopkins Epic project. He has developed over 100 interactive modules using Adobe Captivate and animation applications like goAnimate, and Flash CC. He likes to transition his skill from creating on-line learning to mobile apps learning using the current IOS and Android platforms. He believes that the future of on-line learning is in mobile platform. Training is no longer confined to classroom or personal computer but to handheld devices. Knowledge and information will no longer be handed down in bullet points or texts, but in interactive scenarios and games simulating real world choices and experiences.

In Tamara Brenner’s article, “The Use of Mobile Devices in the College Classroom”, she stresses that the use of cell phones is distracting in a college classroom setting. This article was published by the Bok Center by Harvard University. Brenner has a PhD in biochemistry and molecular biology, and taught undergraduate life science classes at Harvard. Today’s day and age is almost completely dependent on technology. Teenagers and students today have a completely new problem to deal with as far as how to balance cell phone time and lecture time in classrooms. Anybody in a college classroom setting should pay attention to what is in this article, especially students and teachers. Brenner uses strong studies and research papers to inform the reader about the issue as well as looks at all sides of the argument on how distracting mobile devices are in the college classroom.

Furthermore, as communication and writing skills diminish our school performance begins to be affected. The entertainment of mobile devices distracts nearly every student in the classroom whether it is texting, or playing games, or surfing the net. Mobile devices also play a big role in communication by making it possible for students to easily communicate with each other when they should not be. The power to communicate with virtually anyone is a major distraction. Some teens are so attached to their technological devices they sleep with phones on and wake up to answer text messages they get at night. When kids have cell phones in their classrooms they are extremely distracted from what is actually being taught. They are looking down and playing their games or going on social networking sites instead of listening to their teachers. With the constant distraction of technology and teens short attention spans reading and writing skills have suffered significantly and vocabularies are shrinking. This relates to their education and their ability to do well in school. Another problem is that technology provides students with the ability to explore numerous search engines for any problem they come across and copy them word for word. It seems that students don’t spend time thinking; they are simply repeating information instead of learning concepts and ideas. When students do this, they do not actually learn the