ED 431 Assignment: Mobile Tools

*** Please note that my ED 431 course requires us to post our assignments in draft form for classmates to provide feedback. The following entry is a draft. I encourage all criticisms of content or style. Thank you!***

Smartphones in College Classrooms

I got my very first smartphone while in graduate school in 2009. The cell phone prior to that was old and very basic. I could text, call, and while technically it did take pictures, it was a feature I never used due to the poor image quality and the difficulty of getting them off the phone. My iPhone completely changed my academic life (as well as my personal and work life, but that’s another topic). I was able to access materials and contribute to discussions in Blackboard anywhere and with any spare minute I found. I could look up articles for research papers while on the go. I didn’t have to schedule such large blocks of dedicated time for class work because I could fit some of the smaller bits into my downtime throughout the day. I no longer obsessively checked my planner because I knew my phone calendar would send me timely reminders to keep me on track. My back thanked me because I was able to carry fewer things around, such as print readings and texts, my planner, and my laptop. I could quickly communicate with my classmates in our unofficial Facebook group.

Since my program was delivered entirely online synchronously, I did not need to use my smart phone for back channeling, looking things up to clarify lecture points, and take notes or record lectures. I was already on my computer listening to real-time lectures and no one was monitoring my activities, so I was free to browse the internet for additional information, utilize private and classroom chat for back channeling, type notes into Word, and our lectures were automatically recorded. However, because I so heavily relied on these activities and tools, I am confident that I would have benefited from using my smartphone to engage in these activities had my program been in person. Other students seem to have the same idea. According to an infographic created by onlinedegrees.org, 82% of college students with a smart phone use it for school-related tasks (2012).

While looking for articles and blog entries on the subject of smart phone use in college classrooms, I discovered that there is great disagreement between instructors about whether there is a place for smart phones in the classroom. Some feel that they distract from learning and ban them from the classroom (Birt and Asike in Shebazz, 2012; Diguette, 2012). Others embrace the technology and either guide students in appropriate use or incorporate the use smartphones in class activities (instructor Tonja Deegan in Lingholm, Roger McHaney in Communications and Marketing, Ada Vilageliu-Diaz in Shabazz).

I tend to side with the latter group. Establishing guidelines and expectations at the beginning of the semester seems a logical path (Frydenberg, et al). I also like the idea of designating portions of a class period as “phones away” or “phones ok” depending on the task at hand or requiring phones to remain on top of desks rather than in laps (Frydenberg, et al) if texting and inappropriate use is a concern. I feel that college students are adults who are paying to attend your class. So long as the use of a smartphone does not distract others from learning, I find it difficult to argue that students should not be able to use their technology when and how they see fit. There are many legitimate reasons for a student to use their smart phone in class, including taking notes, recording the lecture, taking pictures of PowerPoint slides, texting classmates with questions or to share resources, looking a concept up online, and more. Rather than banning what can be an incredible tool, I feel that time and energy is better used coaching students on how to effectively use their phones to enrich their classroom experience. Learning to use technology for productivity and learning is a valuable life skill.

In addition to ways students can independently use their phones, there is also real value in intentionally including the use of smart phones in class activities. A smartphone is really a portable internet-enabled computer plus scanner, camera, microphone, and telephone. They are tools that facilitate communication, collaboration, content creation, and content sharing — things we as instructor value and promote in our classrooms. For 80 specific uses of smartphones in the classroom, refer to Harding (2013).

In order to incorporate smartphones into in-class activities, you need to be sure that your students have one. Luckily, according to Pew Research Center, 79% of Americans 18-24 have a smartphone of some kind (Pew). Survey your students to see what technology they have and pair or group them up so that each group has a phone to work with on the activity.

I’d like to leave you with a quote from Frydenberg, Ceccucci, and Sendall (YEAR): “Let’s get one thing straight. Smartphones are a permanent feature of college classrooms, whether you like it or not.” Students love their smartphones and use them in all areas of life, including for school (LeMaire). Whether you assign activities using smartphones or just allow students to use them to augment their own classroom experience, let’s encourage effective, productive use of smartphones instead of fighting a losing battle.

References:

Pew http://pewinternet.org/Reports/2013/Smartphone-Ownership-2013/Findings.aspx

Lemaire, Michael. http://www.onlinecolleges.com/infographics/mobile-lives-college-students.html

COmmunications and Marketing. http://www.k-state.edu/today/announcement.php?id=1207

Shabazz, Radiah. http://www.thehilltoponline.com/news/students-professors-embrace-smartphones-as-classroom-tools-1.2776969#.UebScG1r-QJ

Lingholm, David http://blog.thedetroithub.com/2010/10/11/smartphones-as-teaching-tools/

Diguette, Rick. http://blogs.ajc.com/get-schooled-blog/2012/08/10/a-college-professors-rule-turn-off-that-cell-phone-and-learn/

Mark Frydenberg, Wendy Ceccucci, Patricia Sendall http://campustechnology.com/articles/2012/02/01/smartphones-teaching-tool-or-brain-candy.aspx

Online Degrees.org http://www.edudemic.com/2012/12/the-12-most-popular-ways-college-students-use-smartphones/

In-class Uses:

Hardison, John. Part 1. http://gettingsmart.com/2013/01/part-1-44-smart-ways-to-use-smartphones-in-class/

Hardison, John. Part 2. http://gettingsmart.com/2013/01/part-2-36-smart-ways-to-use-smartphones-in-class/

 

One thought on “ED 431 Assignment: Mobile Tools

  1. Of all of the technology tools that I’ve used (and that’s most of them, starting from the era in which you had to build your own and then write software for it), none has had a more profound effect on the way that I conduct my professional and personal lives than my smartphone. Like many Alaskans who initially lacked access to cellular data networks, I was a bit late to the game, but in a way I think that gave me an advantage in that I knew what I wanted months before I acquired my first iPhone. Laptops and tablets have made incremental (but important) changes to the way I do things, but that first iPhone was–and still is–a game changer.

    Since this closely parallels your experiences with your iPhone, I wonder if there is a common causal situation that prompted our early recognition of Twitter as a distinctly new means for professional development. Does “getting” the smartphone paradigm have anything to do with “getting” the idea of a PLN, or using cloud services, or exploring augmented reality? Plenty of highly intelligent people never seem to make this cognitive leap, and it has always puzzled me.

    Anyway–very thoughtful reflection on this topic. It should come from a personal perspective, which it clearly did, but you’ve also done a nice job of documenting various aspects of the issue. The one that intrigues me most is the question of whether or not students should bring their technology to class. Our teaching models have certainly not caught up to current and emerging learning models. If students are using their technology tools to extend their learning while paying intermittent attention to the class itself, then something must need some adjustment in the way that we structure learning environments. I guess you can tell which side of this issue I’m on…

    Ready to be moved to your portfolio as is. You probably won’t get much in the way of cohort feedback at this late date, but if you want to wait a few days to move it, feel free. I’ll go ahead and submit your grade.

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