Cell Phones in the Classroom: Are we Dialing up Disaster?

,

doi:10.1007/s11528-011-0482-z

Cited by 30 publications

(17 citation statements)

References 5 publications

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“…Educational studies conducted on cellular phones report positive classroom outcomes, such as observable increase in class participation when cellular phones were used in the class (Engel & Green, 2011, p. 39). Engel and Green (2011) evaluated the application of cell phones in the classroom. They examined three specific uses of cell phones in a classroom: (a) audience response system; (b) for research; and (c) for photographs and videos.…”

Section: Brief Review Of the Literaturementioning

confidence: 99%

Smartphones and Pedagogy: Digital Divide Between High School Teachers and Secondary Students

Black-Fuller¹

2016

UCER-A

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This paper provides a short review of current research on smartphones, such as iPhones, in the classroom and presents preliminary findings from a study involving 22 experienced teachers from one high school in Texas, USA regarding their beliefs and perceptions about integrating smartphones in their teaching. Findings revealed non-users (27%) of smartphones could not identify benefits for these tools in teaching and learning the content, while those who perceived themselves as occasional users (73%) allowed students to use cell phones in their classrooms for researching, taking pictures, and downloading music or videos. Teachers in our study felt unprepared to incorporate smartphones in teaching their specialized field (e.g., math, science, and language arts). Hence, the urgent need for effective as well as sustained professional development on integrating mobile devices in the classroom by content areas in secondary education. In this paper, mobile devices refer to cell phones, smartphones, or cellular devices.

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Section: Brief Review Of the Literaturementioning

confidence: 99%

Smartphones and Pedagogy: Digital Divide Between High School Teachers and Secondary Students

Black-Fuller¹

2016

UCER-A

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“…In 2014, 78% of high school–aged students had access to cell phones and 47% of high school–aged students had access to smart phones (Cyr, Berman, & Smith, 2015). Although there are educational advantages associated with students’ appropriate use of technology to search and retrieve information efficiently, access interactive learning platforms, send and receive email and texts, and capture audio/video (Engel & Green, 2011; Thomas, O’Bannon, & Bolton, 2013), pervasive mobile device use can lead to a loss of instructional engagement due to frequent distractions (e.g., Jackson, 2013; Thomas & O’Bannon, 2013).…”

mentioning

confidence: 99%

Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game

et al. 2018

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As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

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“…[INSERT name of school] uses social contracts to ensure that all key stakeholders' expectations are aligned around the appropriate use of digital devices in the classroom, along with the consequences for misuse (Engel & Green, 2011;Keengwe, Schnellert & Jonas, 2014).…”

Section: Policy Governancementioning

confidence: 99%

“…[INSERT name of school] is a place where students are supported to develop the skills they need to be successful in the 21st century, by using the digital devices they have access to and feel comfortable using in the classroom (Engel & Green, 2011).…”

Section: Digital Citizenshipmentioning

confidence: 99%

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Building Better Schools with Evidence-based Policy

Allen

Oades

2021

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Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders provides an extensive set of free-to-use policies for building better schools.The policies included in this book cover a broad range of popular topics for schools that are not readily accessible, and each policy is built on theory, driven by research, and created by experts. Each policy is based on substantial evidence, and this is ensured through the inclusion of contributors who are active and highly reputable in their respective fields. Most schools are obliged to write and maintain policy, and not all school leaders have the required skills, time, or expertise to do this effectively. Building Better Schools with Evidence-based Policy: Adaptable Policy for Teachers and School Leaders is a time-saving resource for schools. It aims to address the reported research-to-practice gap in education by delivering accessible evidence-based practice in a ready-to-use, adaptable format. All policies within this book are designed to be adapted and tailored to the unique diversity and needs of each school as reflected by the context and the people that make up the school community.This book is relevant to every person who works in a schoolworldwide. Users of this book can rest assured that each policy has been carefully formulated from the current understandings of best practice. This is a practical innovation and an example of how schools can use research evidence in their day-to-day practices.

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Cell Phones in the Classroom: Are we Dialing up Disaster?

Cited by 30 publications

References 5 publications

Smartphones and Pedagogy: Digital Divide Between High School Teachers and Secondary Students

Smartphones and Pedagogy: Digital Divide Between High School Teachers and Secondary Students

Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game

Building Better Schools with Evidence-based Policy

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