Contested affordances: teachers and students negotiating the classroom integration of mobile technology

Dinsmore, Brooke

doi:10.1080/1369118x.2019.1568518

Cited by 19 publications

(22 citation statements)

References 27 publications

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“…Additionally, many teachers are worried that students' mobile phone use could cause problems. Thus, some teachers advocate strict regulation, and teacher-driven use (Dinsmore 2019). In contrast, a teacher-centered division of labor and its rules against mobile phone use risk leading to significant opposition from students (Dinsmore 2019;Fernandez 2018;Gentina et al 2018;Ott et al 2018).…”

Section: Different Ideas Of Mobile Phone Usementioning

confidence: 99%

“…Thus, some teachers advocate strict regulation, and teacher-driven use (Dinsmore 2019). In contrast, a teacher-centered division of labor and its rules against mobile phone use risk leading to significant opposition from students (Dinsmore 2019;Fernandez 2018;Gentina et al 2018;Ott et al 2018). This is because students might consider that mobile phones are useful for their schoolwork (Fernandez 2018;Ott et al 2018).…”

Section: Different Ideas Of Mobile Phone Usementioning

confidence: 99%

“…Although the teachers first got a new vision that LMS could support the students' communication of experiences, they wanted to limit the students' access to the tool. The reason for limiting the students' mobile phone use was the teachers' increased concerns regarding how such use could cause problems (Dinsmore 2019;Joyce-Gibbons et al 2018;Nikolopoulou and Gialamas 2018;O'Bannon and Thomas 2015). Thus, the students' ideas stimulated the teachers' possibility knowledge of how the students' use of video in combination with LMS could cause a division of labor in which teachers could be insulted.…”

Section: Evamentioning

confidence: 99%

“…However, several studies have emphasized that students and teachers have dissimilar ideas regarding mobile phone use and regulations. Additionally, these differences have been identified as being a crucial problem that has caused conflicts in school activities (Ariel and Elishar-Malka 2019;Dinsmore 2019;Muñoz-Cristóbal et al 2017). Even though the different ideas of teachers and students have had a problematic impact on education, it is remarkable that there has been hardly any research that has examined how these problems could be reduced.…”

Section: Introductionmentioning

confidence: 99%

“…Even though the different ideas of teachers and students have had a problematic impact on education, it is remarkable that there has been hardly any research that has examined how these problems could be reduced. (Dinsmore 2019;Muñoz-Cristóbal et al 2017). Ariel and Elishar-Malka (2019) point out that it is very important that such differences are reduced.…”

Section: Introductionmentioning

confidence: 99%

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Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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It has been emphasized that students and teachers have dissimilar ideas about how mobile phone use could be utilized and limited. Moreover, these differences have been identified as a crucial problem that has caused conflicts in education. In order to resolve the problem, research has stressed that it is very important to increase teachers' knowledge about how mobile phones can be used in students' work. However, the topic of how teachers could increase their understanding related to students' ideas has remained largely unexamined. Thus, this pilot study explores the following research questions using cultural-historical activity theory and qualitative methods: How is teachers' possibility knowledge influenced when they are exposed to students' ideas about how mobile phones could be both supportive and problematic in school activities? What are the similarities and differences between the students' ideas that have, and have not, influenced the teachers' possibility knowledge of mobile phone use? The results show how the teachers' possibility knowledge increases concerning the features that could be both supportive and problematic and must be limited by rules and a division of labor. Moreover, it transpires that the teachers' possibility knowledge is not always affected. It appears that the teachers' understanding is influenced if they can relate the students' ideas to the teachers' division of labor. These results could be used by schools to resolve problems caused by the different ideas of students and teachers regarding mobile phone use. The results could also be used when implementing mobile phones in educational research.

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