Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers

Thomas, Kévin; O'Bannon, Blanche; Bolton, Natalie

doi:10.1080/07380569.2013.844637

Cited by 83 publications

(44 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, mobile learning researchers have identified a range of advantages including its potential for student-centred pedagogies (Kukulska-Hulme 2013) and improved student engagement and motivation (Backer 2010;Enriquez 2010;Pegrum, Oakley, and Faulkner 2013;Thomas, O'Bannon, and Bolton 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Gillies

2016

Research in Learning Technology

View full text Add to dashboard Cite

This article reports on factors affecting local academic acceptance of bring your own devices (BYOD). A review of the literature revealed a paucity of studies that have explored the complex factors that affect academic use and intention to use mobile devices in the classroom, with even less exploring truly ubiquitous and varied personal devices as opposed to supplied institutional or research study sets. A detailed qualitative investigation with 14 academics was undertaken, drawing upon and aiming to compliment mature acceptance research. Firstly by employing a focus group to identify initial psychological factors and the relevance of acceptance theories to the local context. Then, secondly by using in-depth semi-structured interviews, shaped by acceptance categories, to identify a breadth of psychological factors affecting faculty use and intention to use BYOD. This small-scale study found clear distinctions in local academic perceptions of BYOD compared with faculty devices and reported a range of factors that appeared to distinctly affect local academic acceptance of BYOD.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

Gillies

2016

Research in Learning Technology

View full text Add to dashboard Cite

show abstract

“…On the other hand, teachers are very receptive to using new media in the classroom. For instance, Thomas, O'Bannon & Bolton (2013) explored teachers' perspectives on the use of smart phones in the classroom. Although smart phones are normally banned in many schools, many teachers seem to have re-evaluated the ban with respect to learning goals and found many benefits in the classroom implementation of such forbidden digital devices.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

German Teachers’ Views on Promoting Scientific Media Literacy Using Advertising in the Science Classroom

Belova

Eilks

2015

Int J of Sci and Math Educ

View full text Add to dashboard Cite

A large part of the media landscape surrounding us consists of advertising. Therefore, skills for critically coping with advertising are indispensable. Students need to develop such skills for evaluating messages and facts from advertisements. They also need to learn about the mechanisms behind how advertisements are created and used to influence the public. Today, advertising for many products has a strong scientific component. However, learning with and about advertising does not play a prominent role in school science education. To date, advertising is almost exclusively discussed and evaluated within the humanities and social sciences, especially language education. The scientific components of advertising are not taken into account in these subjects. Engaged science teachers might prove to be the key to innovation when it comes to media education in the science classroom. This study explores both the opinions of German science teachers on the importance of scientific media literacy and their attitudes to implementing teaching units covering advertising in their science classes. Semistructured interviews with 12 secondary science teachers were conducted and analyzed using qualitative content analysis. Two main types of teachers were identified, who have completely different views towards learning with and about advertising in science education.

show abstract

“…Zhang (2013) used mobile phones to enhance student engagement in EFL classes. Other studies have investigated the adoption of mobile phones in classroom teaching and learning (Mittal, 2014;Thomas, O'Bannon, & Bolton, 2013).…”

Section: Classroom Learning With Mobile Devicesmentioning

confidence: 99%

Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement

Yang

2015

Computers & Education

View full text Add to dashboard Cite

Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers

Cited by 83 publications

References 21 publications

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

To BYOD or not to BYOD: factors affecting academic acceptance of student mobile devices in the classroom

German Teachers’ Views on Promoting Scientific Media Literacy Using Advertising in the Science Classroom

Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement

Contact Info

Product

Resources

About