MOBILES IN THE CLASSROOM
Mobile
phones have the capacity to perform a vast array of task including taking
photos, connecting to the internet, specific learning applications, note taking,
collaboration etc. They could potentially inform a number of learning outcomes
such as tasks including collaboration, research/investigation and reflection, while
also having the potential to support practical classroom activities through the
use of functions such as cameras and timers.
However,
is there a place for these devices in our classrooms? None of these advantages
can overcome one the very basic disadvantage of DISTRACTION (Earl, 2012) .
It’s naive to not expect students to be texting personal messages or be on
social media while using their phone for educational purposes (Earl, 2012) .
I
believe whilst mobile phones harbor many potential positives for the classroom
they are detrimental to overall engagement and interaction. From one student’s
perspective text messages are deemed distracting when received at inappropriate
times, while the temptation to use phones for non- school related work is
equally distracting (Lee, 2013) . Cyber bullying is
also a real issue that has potential to become even more destructive if mobile
phones are allowed in the classroom, with victims being targeted in ways that are
subtle and possible unnoticeable.
When
looking at this issue contextually mobile phones have their place in the
subject of Home Economics, specifically for practical activities such a cooking
and sewing as timer and camera functions are useful for individual student
learning. However in the theory room they are more distracting than engaging-
therefore for this reason other tools such as class or school cameras and
watches or multiple timers can be used.
Students have potential to become absorbed in
their mobile phone, thus lacking integral life skills of conversation and
social interaction. Students become individualized, blocking themselves away from the world as they listen to music,
as there are issues surrounding multitasking and its deleterious effects on
concentration and the ability to think clearly (Earl, 2012) . School
is not something that needs to be altered to suit student’s everyday lives, but
be kept as a hub of social interaction and growth. Mobile phones are not worthy
of replacing the invaluable life skills offered.
An
example as to how the mobile phone (smartphone) could be used in relation to
the different levels of the SAMR model:
Substitution: Mobile phones can replace a
traditional pen and paper for note taking
Augmentation: Students can include images taken from their
phones camera, if appropriate to the task, to better inform the note taking.
Modification: At the modification level
mobile phones can be used to make connection to external information- notes can
be hyperlinked to important websites or documents.
Redefinition: Collaboration with
others around note taking via email and or SMS can occur outside of the
classroom.
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