Mobile phones in the classroom: Preservice teachers answer the call

O'Bannon, Blanche; Thomas, Kévin

doi:10.1016/j.compedu.2015.02.010

Cited by 114 publications

(76 citation statements)

References 14 publications

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“…Studies (Pickett & Thomas, 2006;St. Gerard, 2006;Tindell & Bohlander, 2012;O'Bannon & Thomas, 2014;O'Bannon & Thomas, 2015) confirm that students use their mobile phones to cheat. For example, at Prairie View A&M University, 11 nursing students admitted to cheating on a comprehensive exam by texting students who had already completed the test (Tolson 2008).…”

Section: Literature Review and Hypothesesmentioning

confidence: 73%

Time for Digital Detox: Misuse of Mobile Technology and Phubbing

Uğur

Koç

2015

Procedia - Social and Behavioral Sciences

105

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With the expansion of the technology, people -especially the students-have a vast array of e-communication tools at their fingertips and feel as appertained to them. Current researches have estimated that 100% of university students have their own mobile phones and all of them bring their devices to the courses. Minority of the students use their smartphones to enhance learning, such as to look up pertaining information about the lesson, take pictures of information on the blackboard; however majority of them use smartphones for personal affairs during courses. Keeping in touch during lesson hinders students' learning experience and, it also occurs during examinations, although it is illegal. The purpose of this study is to explore some of the challenges associated with mobile phones in college classrooms. A sample of students from different departments was surveyed to assess the extent to which the technology is considered a serious source of distraction in the classroom and also during the exams. We examined and enlightened several social aspects of this multi-faceted larger societal theoretical concept of technological connectivity; namely phubbing, cheating during courses and students' opinions towards cell phone regulations and instructor behaviors. According to the results, the pattern of percentages within genders reveals the intention of students. Male students seem calmer, whereas female participants appear more sensitive about disturbing their classmates. The size of the classroom also has a big impact. As the class becomes larger, students behave more uninhibited and phub without being noticed. Majority of the students are distracted by their classmates and also confess that they can cheat with the help of their phones.

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Section: Literature Review and Hypothesesmentioning

confidence: 73%

Time for Digital Detox: Misuse of Mobile Technology and Phubbing

Uğur

Koç

2015

Procedia - Social and Behavioral Sciences

105

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“…As anticipated, the use of MobileEdu may have increased the accessibility of learning materials and students' learning activities based on results from previous studies (Jacob and Issac, 2008). Besides, the flexibility of being able to use their mobile devices for educational purposes anytime, anywhere may have been advantageous (O'Bannon and Thomas, 2015). The contextualized and individualized learning experience offered by MobileEdu could help students to organize and execute a learning routine even when they are not in front of a laptop.…”

Section: Discussionmentioning

confidence: 99%

Design, development, and evaluation of a mobile learning application for computing education

et al. 2017

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The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative, and social aspects of learning among higher education students. Moreover, the application eases access to learning resources. The paper first describes analysis, design, and implementation activities related to the development of MobileEdu. Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research. To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university. Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students' attitudes toward studying in a system analysis and design course. Experimental data were collected from pre-and post quizzes, interviews, and a questionnaire administered to students. The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students' learning achievements. In addition, the pedagogical experiences of students were mostly positive and students' attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods. Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum.

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“…Despite that some schools or individual teachers have occasionally opened up for use of the mobile phone for school work, it is well documented that the mobile phone has turned out to be a controversial technology in schools (e.g., Campbell 2006;Gao et al 2014; Thomas and O'Bannon 2014). Rather than picking up on possible educational applications, the recurring suggested means to cope with the presence of mobile phones in secondary schools in many countries has been to ban them (Kukulska-Hulme et al 2011;O'Bannon and Thomas 2015;Ott 2014). Nevertheless, students keep on bringing their mobile phones to school.…”

mentioning

confidence: 99%

“It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school

et al. 2017

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Drawing from a survey and focus group interviews, this study explores how Swedish upper secondary students reason about the usage of their personal mobile phones in school. As a contribution to the debate around the mobile phone's role in school, we present the students' own voices relative to the question of regulating mobile phone use. We use the notion of infrastructure for learning (Guribye and Lindström 2009) to analytically approach the social and technological dimensions of the students' narratives on their use of mobile phones in school practice. The students' narratives present an intricate account of students' awareness and concern of the implications of mobile phone presence in school. The students describe that the mobile phone is both a tool that facilitates their school work and a distraction that the teachers pursue. In school, the students are balancing their mobile phone usage with the teachers' arbitrary enforcement of policy. Despite this process, the mobile phone is becoming a resource in the students' infrastructure for learning. The findings from this study add to the limited body of research on the use of mobile phone in upper secondary school from a student perspective.

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Mobile phones in the classroom: Preservice teachers answer the call

Cited by 114 publications

References 14 publications

Time for Digital Detox: Misuse of Mobile Technology and Phubbing

Time for Digital Detox: Misuse of Mobile Technology and Phubbing

Design, development, and evaluation of a mobile learning application for computing education

“It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school

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