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The Appropriateness of Mobile Phones in the Classroom

Pages: 4

Mobile phones are now widely used as fundamental modes of communication. Although it has numerous advantages, it does have a few disadvantages. Abu and colleagues argue that misusing a mobile phone will diminish its capabilities. This is due to rapid technological changes that include using technology for sociability and educational objectives (Abu et al., 2017). Students who engage in meaningless conversations will find reasons to waste their time and money. According to Rhea Kelly’s poll, up to 75% to 80% of students are reported to utilize their mobile phones for classroom activities, which has aided their ability to learn, particularly on technology education platforms such as online libraries (Kelly, 2017). Customers can now access a range of electronic media via their mobile phones at practically any time of day and from virtually any location. Cell phones are almost always nearby when college students try to think of something in class.

According to Louise and Warren, the fundamental goal of this examination is to look into different literary works for examples of how students use their phones in study halls (Katz, 2016). The findings of a research article by Mohammadi et al. imply that owning such a device is an essential component of an efficient concentration toolbox because a substantial proportion of respondents used their mobile phones for concentration aims. In addition, the use of mobile phones as data access devices that enable multiple users and can be helpful in learning is becoming more widespread (Mohammadi et al., 2020). According to the CBC news piece, producers of mobile devices should research how children utilize such gadgets for educational purposes (Germino, 2022). For researchers working on this subject today, the presence of cells brings a dizzying number of potential and challenges. Because college students have a strong desire to communicate, higher education institutions can take advantage of the potential and benefits of wireless technology for instructional reasons.

Nonetheless, using cell phones and other technical gadgets in the classroom is linked to schools constantly seeking new ways to help kids learn better. According to William et al.’s article, the researchers used several research methodologies, such as surveys in which students were asked about demographic characteristics, to determine how gender affects how they use technology in class (William et al., 2012). According to the teachers, allowing pupils to use cell phones in class increases their interest and motivation to complete their job (Thomas et al., 2013). However, there is no clear answer to whether or not using cell phones at school offers advantages and disadvantages. Whether or not they prove useful in the classroom depends on how the pupils employ technology.

In other words, if professors want students to use mobile phones and other electronic devices in class, they must implement guidelines and keep tabs on student behavior. Nevertheless, the survey conducted by previous researchers indicates that the student’s perceptions of a mobile phone as a learning tool, especially in developing countries, are challenging for this study. Most students in developing countries view mobile phones as tools of social connectivity, which hinders the level at which the teachers can incorporate learning strategies using mobile phones. The studies affirm that students in developing countries prioritize using phones for social connectivity and communication rather than embracing learning through online teaching platforms. Such information needs require the teachers and institutions to apply new survey tools which will be used to teach and emphasize to the students the importance of mobile phones, especially as a form of learning, before the students can be allowed to carry there and use their mobile phones in school. The survey tools that can be introduced include questionnaires and research questions in which the sample students will be asked questions that will help the researchers understand the level to which the students understand the use of mobile phones in learning activities.

Previous research surveys were biased because most researchers collected student opinions on mobile phone use in the classroom. Batoul Al Fakih et al. asked Qatar University students about using mobile phones in classrooms using a two-phase sampling method. According to the survey, most surveys only collect student opinions and ignore survey educators’ stances on a controversial topic (Batoul Al Fakih et al., 2020). Most of the cited surveys used computer-assisted interviewing systems in which students filled out online surveys about mobile phone use in classrooms. This study suggests using paper questionnaires to collect data on classroom cellphone use. Paper questionnaires limit the use of technology during interviews, which is important to capture firsthand responses from respondents. The paper questionnaires will focus more on educators than students to define the challenges and benefits of mobile phones in classrooms. Researchers can conduct paper questionnaires on many educators whose responses will help determine mobile phone acceptability. This approach is ethical because the survey will ensure that most educators give their opinions on using mobile phones in classrooms, ensuring inclusion in determining the future of technology as a learning tool for educational institutions. 

References

Abu, M., Coughlin, C., Romanowski, M. H., Semmar, Y., & Hosny, K. (2017). Students, Mobile Devices and Classrooms: A Comparison of US and Arab Undergraduate Students in A Middle Eastern University. Higher Education Studies, 7(3), 181–195. https://eric.ed.gov/?id=EJ1157512.

Batoul Al Fakih, Anwar Morei, & Salehi, M. (2020, November 30). Student’s Impressions About Using Mobile Phones in Classroom Students’ Impressions About Using Mobile Phones… ResearchGate; International Association of Online Engineering. https://www.researchgate.net/publication/346498544_Students_Impression_About_Using_Mobile_Phones_in_Classroom_Students_Impression_About_Using_Mobile_Phones_in_Classroom.

Germino, E. (2022, August 2). The fight over cell phones in the classroom continues as back-to-school time approaches. Cbsnews.com; CBS News. https://www.cbsnews.com/news/back-to-school-cellphone-ban-policies/.

Katz, L. (2016). A Happy and Engaged Class Without Cell Phones? It is Easier Than You Think – Louise Katz, Warren Lambert, 2016. The teaching of Psychology. https://journals.sagepub.com/doi/abs/10.1177/0098628316662767.

Kelly, R. (2017, December 12). Survey: 94% of Students Want to Use Their Cell Phones in Class — Campus Technology. Campus Technology. https://campustechnology.com/articles/2017/12/12/students-want-to-use-their-cell-phones-in-class.aspx

‌Mohammadi, M., Sarvestani, M. S., & Nouroozi, S. (2020). Mobile Phone Use in Education and Learning Faculty Members of Technical-Engineering Groups: Concurrent Mixed Methods Design. Frontiers in Education, p. 5. https://doi.org/10.3389/feduc.2020.00016.

Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Teachers’ perspectives of inclusion, benefits and barriers are cell phones in the classroom. Computers in the Schools, 30(4), 295–308. 

William M. Baker, Edward J. Lusk & Karyn L. Neuhauser (2012) On the Use of Cell Phones and Other Electronic Devices in the Classroom: Evidence From a Survey of Faculty and Students, Journal of Education for Business, 87:5, 275 289, DOI: 10.1080/08832323.2011.622814