Efficacy of Cell Phones Within Instructional Design

Abstract

Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.

Causes, prevention, and interventions regarding classroom disruptions in digital teaching: A systematic review

“…Since this question is related to a subjective view it does not surprise that different teams of authors mention, that the severity of each disruption depends on the teacher's perception (e.g. Charles, 2012;Moltudal et al, 2019;Storch & Juarez-Paz, 2019). This shows the teacher centered orientation of current research as well as a still missing analysis of classroom disruptions in detail.…”

“…Some authors give examples like "student told me he hated me" (Baker et al, 2016, p. 29), "students wanted to use digital technologies at times and in ways that were different to planned uses" (Blundell et al, 2019, p. 8), "daydreaming in class, not completing homework, talking in class, lesson disruption, bullying, and rudeness to the teacher" (Ho, 2004, p. 378), "talking out of turn" (Homer et al, 2018, p. 141), "pupil continues to disturb the lesson by insulting his peers" (Hummel et al, 2015, p. 672), "Seeking Unallowed Assistance, Internet Slacking, Aggressiveness, and Lack of Communication" (Li & Titsworth, 2015, p. 41) and "student's discipline issues" (Rosen & Beck-Hill, 2012, p. 234). Other authors do not give explicit examples for disruptions but refer to (pre-service) teacher's strategies (Baker et al, 2016;Judge et al, 2013;Muir et al, 2013) or perceptions and attitudes (Boyaci, 2010;Charles, 2012;Heitink et al, 2017;Kurz & Batarelo, 2010;Storch & Juarez-Paz, 2019). This illustrates understandings what classroom disruptions in detail contain, but the results are so divers that it is not possible to deduce which disturbances might be more relevant than others.…”

“…Of the 16 articles considered for this review, 7 articles (Baker et al, 2016;Blundell et al, 2019;Boyaci, 2010;Charles, 2012;Kurz & Batarelo, 2010;Muir et al, 2013;Storch & Juarez-Paz, 2019) made use of a purely qualitative approach, and 3 (Heitink et al, 2017;Ho, 2004;Judge et al, 2013) chose a quantitative one, leaving 6 studies that utilized a mixed-methods approach (Bruhn et al, 2020;Homer et al, 2018;Hummel et al, 2015;Li & Titsworth, 2015;Moltudal et al, 2019;Rosen & Beck-Hill, 2012). In terms of the qualitative articles, content analyses based on written texts and semi-structured interviews were applied the most.…”

“…It is worth mentioning that every study included teachers somehow. Practicing teachers were part of 10 studies (Blundell et al, 2019;Bruhn et al, 2020;Charles, 2012;Heitink et al, 2017;Ho, 2004;Homer et al, 2018;Li & Titsworth, 2015;Moltudal et al, 2019;Rosen & Beck-Hill, 2012;Storch & Juarez-Paz, 2019), and 6 studies mentioned beginning/pre-service teachers (Baker et al, 2016;Boyaci, 2010;Hummel et al, 2015;Judge et al, 2013;Kurz & Batarelo, 2010;Muir et al, 2013). Combined with this, in 5 studies, students were also a part of the research design (Bruhn et al, 2020;Homer et al, 2018;Li & Titsworth, 2015;Moltudal et al, 2019;Rosen & Beck-Hill, 2012).…”

“…Of the 16 articles reviewed, 3 provided an answer to this question. Storch and Juarez-Paz (2019) recognized the need to warn students to stay on-task or return to it when the usage of cell phones was observed to have led them off-task (Storch & Juarez-Paz, 2019, p. 14).…”