Standing in the Schoolhouse Door: Teacher Perceptions of Mobile Phones in the Classroom

Thomas, Kévin; O'Bannon, Blanche; Britt, Virginia G.

doi:10.1080/15391523.2014.925686

Cited by 54 publications

(45 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Of course, access to technologies in the home and at school varies substantially and is governed by social and economic factors, as well as adult perceptions and decisions about appropriateness (Plowman, McPake, & Stephen, 2010;Thomas, O'Bannon, & Britt, 2014). This means that it may be undesirable, impractical and even unethical to assume technologies can be a part of informed consent processes in some contexts and for some participants; the use of technologies may, therefore, in itself be exclusionary.…”

Section: Challenges and Cautionsmentioning

confidence: 99%

The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

Parsons

2015

View full text Add to dashboard Cite

How children and young people understand and exercise their autonomy, engagement and decision-making is fundamental to learning how to become active and engaged citizens, and to be socially included. Digital technologies are increasingly an integral part of children's everyday lives and, therefore, valuable tools for supporting social inclusion. This paper discusses how digital technologies might positively support autonomy, engagement and decision-making through the lens of informed consent practices within social research. Current research practices are dominated by paper-based methods for obtaining informed consent which could be exclusionary for children and young people generally, and children with additional learning and support needs in particular. Digital technologies (laptops, PCs, tablet devices, smartphones) offer the potential to support accessibility and understanding of ideas and activities, as well as engagement with and autonomy in decision-making and participation. This paper explores this potential as well as the challenges that researchers may face in this context.

show abstract

Section: Challenges and Cautionsmentioning

confidence: 99%

The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

Parsons

2015

View full text Add to dashboard Cite

show abstract

“…Most teenagers in developed-countries own a smartphone and bring it with them into the classroom, where the teacher either gathers them all before the class or repeatedly announces that they must be switched off during the entire class (Thomas, O'Bannon, & Britt, 2014). Nonetheless, smartphones are an excellent technological platform that may give a helping hand when performing experiments, reducing their cost to almost zero, and thus they should be incorporated in the classes instead of being banned from them Chevrier, Madani, Ledenmat, & Bsiesy, 2013;Forinash & Wisman, 2012Hall, 2013;Kuhn & Vogt, 2013;MacIsaac, 2015;Mau, Insulla, Pickens, Ding, & Dudley, 2016;Monteiro, Stari, Cabeza, & Marti, 2015;Monteiro, Vogt, Stari, Cabeza, & Marti, 2016;Müller, Vogt, Kuhn, & Müller, 2015;Shakur & Kraft, 2016;Tornaría, Monteiro, & Marti, 2014;Vogt & Kuhn, 2012;Vogt, Kuhn, & Neuschwander, 2014).…”

mentioning

confidence: 99%

Smartphones in the teaching of Physics Laws: Projectile motion| El teléfono inteligente en la enseñanza de las Leyes de la Física: movimiento de proyectiles.|

Martín-Ramos

Silva

2017

RIED

View full text Add to dashboard Cite

New technologies are called upon to play an important role as beneficial tools for meaningful learning in the classroom. In particular, smartphones can be regarded as pocket computers that, in addition to a remarkable memory and computing capacity, incorporate sensors such as accelerometers, gyroscopes, magnetometers, light sensors, etc., which turn them into easily available measurement instruments for practical classes in an educational environment. In this study, the suitability of these devices for demonstrating Classical Mechanics, minimizing the use of resources and class time, has been assessed in two real classrooms (with 16 to 19 year-old students) by conducting experiments related to projectile motion (vertical free fall and parabolic motion). A simple methodology that only involves a mobile phone, a free burst camera application and open-source tools (GIMP and OpenOffice Calc) for data processing is presented. The results obtained in non-perfected conditions led to an estimate of the acceleration of gravity with an error lower than 2%. Further analyses and alternative procedures are also suggested in the discussion section. No major difficulties were encountered with the high school students or with the first year university ones, and a high degree of satisfaction was found.Keywords: didactic use of computer; new technologies; physics; teaching practice. ResumenLas nuevas tecnologías están llamadas a jugar un papel importante como herramientas beneficiosas para el aprendizaje significativo en el aula. En particular, los teléfonos inteligentes son verdaderos ordenadores de bolsillo que, además de una notable capacidad de memoria y de cómputo, incorporan sensores como acelerómetros, giroscopios, magnetómetros, sensores de luz, etc. que los convierten en instrumentos de medida fácilmente disponibles para prácticas en un entorno educativo. En el presente estudio, la idoneidad de estos dispositivos para explicar conceptos de Mecánica Clásica, minimizando el uso de recursos y tiempo de

show abstract

“…It is possible to consider whether formal frameworks and purposes, not teachers' ages, cause attitudes about how different multimodal media could be used. 28 Although various media support specific purposes, according to this study the pattern also shows a limited use. Different multimodal media on mobile devices are not used in all respects.…”

Section: Expressed Advantages and Disadvantagesmentioning

confidence: 61%

“…Our findings are similar to those of Thomas, Bannon and Britts' (2014), who stated that internet access is a highly ranked function for teachers. 27 Our study differs, however, in teachers' attitudes toward using photo media and toward using media for calculation. Students and teachers claim that photo media supports students in many different subjects, unlike media for calculation.…”

Section: Expressed Advantages and Disadvantagesmentioning

confidence: 64%

“…Using mobile media for video recording, photography, and listening to music are ranked less beneficial compered to internet access, calculator, and calendar functions. 12 Related research in language learning shows that mobile learning and multimodality might be useful for formal learning. investigate how mobile technology and multimodality could support English lessons.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Exploring Students’ Multimodal Mobile Use as Support for School Assignments

Lindell¹,

Hrastinski²,

Skogh³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

Tiina Leino Lindell is Ph.D student at The School of Education and Communication in Engineering Science, KTH Royal Institute of Technology, with specialization in mobile learning and multimodality. Her research focuses on how learning and communication occours in technology education, by using digital and multimodal resources. She also teaches students at high school level in a technology education. AbstractThis paper engages with how students use multimodality on mobile devices as support for school assignments. The broader aim of this pilot study is to explore understanding of teachers' and students' expressed experiences of students' multimodal mobile use. Focus group interviews and multimodal analysis have allowed investigation of the following research questions:-What experiences do teachers and students express from students' multimodal mobile use related to school assignments? -Which advantages and disadvantages have teachers and students expressed concerning students' multimodal mobile use as support for school assignments?The results show that students and teachers have many different experiences of students' multimodal mobile use related to school assignments. However, the use is limited in several ways. To a large extent teachers and students have expressed that multimodal mobile resources can be used advantageously by students to support school assignments for several purposes. Among disadvantages identified mobile device multimodality in some respects can be disruptive. The result also indicates that different multimodal mobile media have specific possibilities for supporting students' learning as it is related to school assignments.

show abstract

Standing in the Schoolhouse Door: Teacher Perceptions of Mobile Phones in the Classroom

Cited by 54 publications

References 25 publications

The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

The Potential of Digital Technologies for Transforming Informed Consent Practices with Children and Young People in Social Research

Smartphones in the teaching of Physics Laws: Projectile motion| El teléfono inteligente en la enseñanza de las Leyes de la Física: movimiento de proyectiles.|

Exploring Students’ Multimodal Mobile Use as Support for School Assignments

Contact Info

Product

Resources

About