Why The Concern Over Mobile Technology

Technology has been slowly integrated into the classroom for many years now. Some maybe older than others, but they have all seemed to make the learning and teaching process much easier and effective. Computers were introduced to the curriculum to help students better understand data collection, research, and word processing and Power Points were even added to give visuals to lessons. Cell phones on the other hand have been given the cold shoulder, and even completely banned by some schools. According to the article, “Are We Dialing Up Disaster,” by George Engel and Tim Green, eighty-four percent of high school students report to owning a cell phone and that number continues to increase (Engel 39). Because students are distracted

It is a common sight to see children as young as three effectively using a smartphone or tablet. In fact, 54% of children 5 to 8 years old use a mobile device (Bhaskar 2013). More than 2,000 students in grades 4-12 were polled on their electronic usage and only 1% of them stated they did not use any technology when studying (Nagel 2013). Most parents believe computers improved their child’s educational quality (Hill, 2015). Furthermore, 91% of teachers believe technology in their classrooms makes educating more dynamic yet, stated it was not being implemented well (McNeil 2016). Even though we live in a society where personal electronics abound, schools across the country have banned bringing them to school. According to Mrs. Cole, Principal at G.C.T. Intermediate, personal electronics cause concerns for school districts: liability issues, students accessing inappropriate material, and possible distractions are a few she named (personal communication, October 19, 2017). Consequently, should students be allowed to have personal electronics at school? This paper will investigate the benefits of allowing personal electronics in the classroom.

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

The first set of questions were used to see what technology teachers use and how often they use them. The seven different devices that were surveyed are computers, smart boards, mobile devices, tablets/iPads, digital cameras, clickers, and televisions/projectors. Each device was rated based on use either daily, weekly, monthly, yearly, or never. Using this data we can see which devices are used most and least by teachers. These charts also show us which devises teachers and students are most familiar with in the classroom. The most significant statistic from this first set of questions is that 91% of teachers use computers daily and weekly in the classroom (Fig.

The biggest problem with today’s education is how rapid technology is advancing. So rapid, in fact, that schools are attempting to keep up, but are sadly falling short. Teachers are being required to incorporate new technology into their everyday methods of teaching. The use of IPads or laptops in classrooms can be helpful to both teachers and students(edreform online classes)”. If a teacher is not overly familiar with the new devices, then the students will lose what little time they have to learn. As a teacher is attempting to fix technical problems in one class, the class that has a tech savvy teacher will be advancing far ahead. On the other hand, if a classroom is full of students who are very unfamiliar with the technology will have to be taught how to operate it, which wastes valuable time. In today’s society technology usage is so much more widespread than it was just five years ago. The new toys can allow schools to broaden their curriculum. Since most work can be done on a single device, kids can work at their own pace and potentially reach heights they could never reach with book, pen, and paper. The benefits of this new tech greatly outweigh the downsides. The biggest problem with technology in classrooms is their lack of use. So few schools have jumped on board with these programs, and therefore are holding their kids back. These products are readily available, but “the use of new technology

Since 2010, I have inspired, coached, and mentored fellow educators in the purposeful use of technology to engage students and improve student achievement beginning with the first 1:1 mobile technology program, iEngage, at Aliso Elementary in the Saddleback Valley Unified School District. What began as simply having students record themselves reading aloud into iPods to develop reading fluency expanded into a tool used across all content areas to not only engage students but to facilitate active participation from all students all the time. Due to the success of iEngage in improving student achievement, Saddleback Valley expanded the program K-12 with funds from the ETT grant. Consequently, I, along with Principal Crystal Turner, was awarded Apple Distinguished Educator and the following year iEngage was honored as an Apple Distinguished District program. As the Instructional Technology Coordinator for the OCDE, I would continue to support, inspire, and motivate districts to use technology to enhance student engagement and improve student learning. Ensuring schools receive access to information and technology resources to create the learning environments necessary for our students to graduate with the skills to be competitive in a global workforce.

Regina Jones's “Cell phones in the classroom” is an informational article that explains both sides of the issue of cell phones in the classroom. The idea of cell phones in the classroom has been debated for a long time. Jones discusses that the idea of cell phones in the classroom seems like a beneficial idea, but it has many consequences. Jones does not side with a specific opinion, but rather shows how to properly incorporate the idea given its cons. With the correct procedure, cell phones could be a valuable teaching aid to help kids learn in a contemporary way.

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

However, using these mobile technologies in a classroom environment has both advantages and disadvantages. Learning with these mobile devices enables students to engage in their study and clearly understand the lessons. At the same time, these mobile devices may be disadvantageous to students if they were used in wrong ways, i.e., to play games and go to inappropriate websites. Both teachers and parents have to guide their children to properly employ tablets in the right way and at the right time. The following are comments from two teachers regarding the use of tablets and smartphones in teaching and

Education is ever-changing and students need to be confident, creative, connected and active lifelong learners. Digital technologies are very important to our student’s world as they use them to connect with each other, learn new skills and pursue their interest. Luckey (2009) stated “For students in particular, technology is almost an extension of themselves. They use it to communicate, to discover the world, to play games, to collaborate, to create things, to write, to read, and to organize their lives. Nothing can be more foreign to them than school without technology or where technology is relegated to its own special place.” Mobile devices with the power of digital technology are being placed in every student’s hand in schools around the world which equips them with the personal technology needed to learn and communicate in the 21st century. While these programs can be very effective for students, they can be challenging for schools. Some educators believe that digital technology in the classroom may cause more of a distraction to students; however integrating digital technology in the classroom helps students become more engaged. In the digital world, data is at students’ fingertips 24 hours a day, seven days a week. Technology is everywhere and many students have adopted practices

This qualitative, narrative case study has two assumptions. First, the interview will accurately generate teachers’ experiences, views, effective or ineffective, in applying technology (e.g., iPads, laptops, tablets, computers, and any form of portable devices) as learning aids. Second, teacher participants will provide truthful responses to the in-depth, open-ended interview (See Appendix B).

The article is about technology in the grade school classroom. At first the article explores personal mobile

Over the past decade the use of instructional technologies has grown exponentially in the high school setting. With the creation of cloud services and the increased accessibility of devices that can access those cloud services through wireless internet connection, the general classroom can be transformed into a portable lab for teachers to use with their students. Providing students access to those devices within the class period requires teachers to become comfortable with the emersion of handheld devices into their own pedagogical skill set. Using their support providers for guidance, teachers participating in induction programs attend professional development on the use of instructional technologies to help them gain comfort in the implementation within their teaching practices.

Smartphone as a device has wireless connectivity and when that is combined with social application and is customized for learning leads to open doors for both staff and students, granting them access to information that may have been out of their reach before but now stand at the tip of their fingers to be accessed anytime. As we look around the educational sector in the world today we see that incorporation of student owned gadget into the classroom is turning into a solution to the problems of

Cell phones have been a part of most lives for many years and can be very useful for education. Most cellular devices have some type of writing or studying app available for download. Even though parents may discourage them, they can help their kids more than they may believe. Most schools do not include these devices in their education program because of problems caused by them. However, they can offer apps that can be more lucid than a standard educator! Cell phones have expanded to become a pro education tool with many award-winning education apps that have expanded the world of education tremendously. Many of these tools are free and available to kids that cannot afford education, helping them expand their education. In many ways, cell phones can be educational.