The Case for Mobile Use in Education

The Case for Mobile Use in Education

As technology evolves at an ever-increasing pace, virtually every element of the average American life changes. Some of the changes are expected; faster internet and processing speeds, cheaper electronics, better cell coverage, safer, more efficient cars. But what is really exciting to observe, is the unexpected benefits of multiple industries converging, through technology, into new, improved industries.

Perhaps the best single example of this is the cell phone. Only a few years ago a phone was a phone. It was used to speak to people who were not within earshot. Today, a phone is much, much more than a talking device. My cell phone is also my video and still frame camera, my GPS device, my flashlight, my most portable computer, my notebook, my language study partner, and much, much, much more.  In the past 30 or more different devices (some costing as much or more than my cell phone) would have been required to perform the same tasks that my cell phone performs. It is so simple for me that I often take it for granted. Multiple devices have converged into one, simplifying and dramatically improving my life.

Not only is the cell phone of today more valuable and more useful than ever before, it is also ubiquitous. Even children carry cell phones with them everywhere they go. As technology continues its blistering pace forward, phones will continue to get cheaper and more accessible to even more people. People also carry their mobile devices with them wherever they go. Many people report withdrawal symptoms when they accidentally leave their phones at home.

So many teachers have, at their disposal, teaching tools in the hands of the vast majority of their students. The percentage of students who regularly carry cell phones every day will only increase over time. Isn’t it time we overcome our outdated beliefs holding us back from making the most of these learning tools?

Yesterday I taught a 3^rd grade class. It was not exceptional in any way. A simple class teaching ELLs to make sentences using “want/don’t want” followed by “to,” and then the rest of the sentence.  We would also be reviewing other vocabulary and grammar from the rest of the week and students would be encouraged to make sentences that encorporated all of that material. This is the type of class where only the two best students pay full attention. Most of the class stays focused for the first few minutes, but quickly zones out, and the 3-4 students who struggle most with English disrupt the class every few minutes. Teaching this lesson was destined for disaster.

Except, it wasn’t a disaster. Every single student stayed engaged and focused throughout the entire class. Every single student (for the first time all year—no I am not exaggerating!) volunteered to speak in front of the class. When the bell rang and class was finished, several students wanted to continue.

What was the difference? A single cellphone.

Each child was given the opportunity, if they chose, to come to the front of the class and record their sentences. Then we would replay the recording on speaker phone so the speaker could hear their own sentences along with the rest of the class. First the speaker was allowed to point out mistakes, then other members of the class could pitch in and point out mistakes. I followed with comments about what they did well, and asked if they wanted to try one more time before we gave another student a chance. Every single student took me up on my offer for one more recording. Every single student improved dramatically.

Students took a sheet of paper home with vocabulary words and grammar principles. They will need to study them and create sentences, just like every week. But this weekend I think we are going to get dramatically better participation, because they are all so excited about recording their sentences and sending them to me.

In class I only used my cell phone. After class the students will use their own or their parents. This is a tremendous win for me, the students, and for their learning. I’m excited to dive in even deeper and find even better ways to use mobile devices in my students learning.


Citations:

Earl, R. (2012, May 18). Do Cell Phones Belong in the Classroom? The Atlantic.
https://www.theatlantic.com/national/archive/2012/05/do-cell-phones-belong-in-the-classroom/257325/

Meyer, R. (2013, September 13). The Post-Lecture Classroom: How Will Students Fare? The Atlantic. Retrieved April 02, 2017, from https://www.theatlantic.com/technology/archive/2013/09/the-post-lecture-classroom-how-will-students-fare/279663/

Miller, A. (2011, December 05). Twelve Ideas for Teaching With QR Codes. Retrieved April 02, 2017, from https://www.edutopia.org/blog/QR-codes-teaching-andrew-miller

Ormiston, M. (n.d.). How to Use Cell Phones as Learning Tools. Retrieved April 02, 2017, from http://www.teachhub.com/how-use-cell-phones-learning-tools

Prensky, M. (2005, December 02). Shaping Tech for the Classroom. Retrieved April 02, 2017, from https://www.edutopia.org/adopt-and-adapt-shaping-tech-for-classroom

West, D. M. (2013, September). Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes(Rep.). Retrieved April 01, 2017, from Center for Technology Innovation at Brookings website: https://www.brookings.edu/wp-content/uploads/2016/06/BrookingsMobileLearning_Final.pdf