A Phenomenological Study of Teachers\u27 Lived Experiences with Cell Phones in the Classroom

The purpose of this phenomenological study was to discover high school teachers\u27 experiences with cell phones in the classrooms during instructional time at Quaker High School. The theory guiding this study is Jean Piaget\u27s constructivism theory, as it argues that knowledge is produced, and meaning is formed through the experiences of one\u27s physical or mental actions in their environment. The methodology for this dissertation includes a study design that utilizes a phenomenological study method and consists of thirteen teachers from various backgrounds and locations. The setting for the study is a high school in Pittsburgh, PA. The data collection and analysis approach includes semi-structured interviews, focus group interviews, and document analysis. The data were analyzed using coding methods consisting of initial coding and NVivo coding practices. The data were searched for patterns, insights, or concepts. The approaches high school teachers use for instructing students with cell phones during teaching periods were the focus of this dissertation. Notably, the findings illuminate how cell phone usage in classrooms impacts the scope of teachers\u27 autonomy in regulating such use and how it changes instructional methods. The research contributes to understanding how high school teachers navigate the challenges and opportunities presented by cell phones during instructional time

Engaging Ideas for Pathology Student Interest Group Meetings

Pathology Student Interest Groups (PSIG) are a recruitment tool supported by VCU Department of Pathology to attract medical students into pathology residency. VCU PSIG wanted to increase student attendance and engagement by choosing an off-site venue and employing gamification to increase student interaction with pathology residents and faculty

Relationship between High School Students\u27 Use of Cell Phones and iPods and Their Effect on Classroom Grades

The problem of this study was to determine the relationship between high school students\u27 use of cell phones and iPods and their effect on classroom grades

A Comparison of the Attitudes of Administrators and Teachers on Cell Phone Use as an Educational Tool

Youth continue to make up the largest share of the cell phone market in the United States. In 2010, 58% of all 12 year olds owned their own cell phone. By 2015, 88% of teenagers owned a cell phone. Today’s teenagers are constantly on cell phones, using them to text, talk, access the internet, and take pictures. Technology is such a part of teenagers’ lives that they have been labeled by Marc Prensky and others as digital natives (2001). They have always had technology and cannot conceive of a world without it. School systems have faced challenges with the new technology and its adaptation for school use. Administrators and teachers have attempted to define the role of cell phones in schools. The purpose of this study was to compare the attitudes of administrators and teachers on cell phone use as an educational tool in classrooms. The attitudes of the participants were examined based on the educational role (administrator or teacher) of the participants by age, gender, years of educational experience, level of professional training in technology, cell phone ownership, and type of phone. Participant attitudes regarding perceived challenges to successful cellular technology integration were collected to bring richness to the study. The statistical analysis of the survey results revealed no significant differences in ii the attitudes of educational administrators and teachers regarding the use of cell phones in the classroom. Demographic attributes of the participants also revealed no significant differences. The research was hampered by the relatively low number of administrator responses (n=18) versus the responses from teachers (n=382). A larger collection of responses from administrators could have impacted the results of the study. While the survey results revealed no significance, the open-ended question revealed nine different themes regarding the use of technology. The most prevalent theme emphasized the importance of adequate professional training for educators in the use of cellular technology. It seems possible that the concept of cell phone use in the classroom is evolving. Educators may feel that cell phone use is inevitable, so more training is needed in how to use them for educational purposes. Further research could evaluate the effectiveness of cell phone use training and how usage could impact student achievement

A College Psychology Teachers Experience of Cell Phone Addiction in the Classroom: Autoethnographic Reflections

This article describes the author s auto ethnographic reflections of his experiences with college students excessive and inappropriate use of cell phones in the classroom from his perspective as a college psychology instructor The article s focus is upon a combination of personal relevant experience in the context of the qualitative research method of autoethnography its interplay with performance in the context of giving a presentation about cell phone addiction in the college classroom at a humanistic psychology conference exposure of the negative consequences of the excessive and inappropriate use of cell phones in college classrooms and what the author refers to as humanistic antidotes to offset these negative consequences The thrust of the article is based upon the author s personal relevant experiential reflections during his Spring 2016 college psychology teaching and his subsequent preparation and delivery of his related conference tal

Exploring Student and Faculty Reactions to Smartphone Policies in the Classroom

The current studies examined attitudes about classroom cell phone usage and reactions to cell phone policies among students and faculty. Study 1 documented students’ and faculty’s perceptions of appropriateness of cell phones in the classroom and about what classroom policies should be. Students reported greater leniency regarding cell phone use in the classroom and suggested stricter penalties for inappropriate use. Study 2 surveyed faculty and students about four cell phone policies ranging in level of leniency. The results indicated as policy leniency increased, cell phone use increased and enforcement decreased. Study 3 evaluated students’ reactions to actual classroom cell phone policies. Students reported using their phones more than they anticipated and rated policy enforcement lower than expected, except under a prohibitive policy. These results indicate that differences remain between faculty and students and that there is a mismatch between what students prefer and perceive as effective cell phone policies

Enhancing Information Language Learning with Mobile Technology - Does it Work?

There are many theories that attempt to explain second language acquisition processes and factors determining success or failure. Despite a lack of general agreement between proponents of these theories, research has convincingly shown that the amount of exposure to target language input is one important predictor of ultimate achievement levels. ‘Time on task’ is as important in language learning as it is in many other domains (cf. Reber, 1993) and it is therefore important to identify ways in which this can be increased. An obvious possibility is to encourage learners to engage with (and in) the language outside the classroom. Informal learning, in the sense of learning outside of formal education, has been shown to be a major aspect of adult learning (Cross, 2007) and, given appropriate preparation and support, learners can greatly increase opportunities for learning if they can do so independently. Mobile technologies have obvious potential in this regard. However, is it possible to improve language skills in this way? In this article we report on an exploratory study into the use of cellphones for extensive listening practice. We used input enhancement to draw learners’ attention to not only the meaning of the materials but also the formal (grammatical) aspects of the input. We found that the use of mobile technology presented a number of challenges and in this study did not result in learners acquiring the target structures. We conclude with a number of recommendations for the use and future study of mobile technologies for (language) learning

Cell Phones Are Ringing, Will Educators Hear?

Teachers often participate in professional development opportunities to remain on top of the technology used to teach their students. Staying on top of this technology assures that students will be able to compete in the world work force and maintain the technological standards comparable to the rest of the world. A technology that has increasingly integrated itself into the lives of students and often misunderstood and underused by educators is the cell phone

Does the digital need to divide us?

The presence and use of digital devices in our classrooms prompts polarizing discussions and debates among educators. The vast majority of our students carry at least one web-enabled device, providing endless options for distraction of themselves and others. At the same time, applications for this technology also provide the means to support practises known to help learning, such as increasing engagement, providing opportunities for frequent formative/low-stakes feedback, and collaborative/peer learning. Feelings are strong about both the pros and cons of technology in the classroom. Some educators have opted for differing approaches to this issue: some banning laptops, tablets and cell phones in the classroom while others deliberately engage such devices in classroom activities. We will explore the recent literature/evidence relating to the impact of student device use in the classroom, concerns regarding note-taking, and benefits of bring your own device (BYOD) educational technology. Participant discussion will explore approaches that could be used in our own classes, keeping in mind major research findings