Smart phones permitted: How teachers use text messaging to collaborate

Cosier, Meghan; Gomez, Audri Sandoval; McKee, Aja; Maghzi, Kimiya Sohrab

doi:10.1007/s10639-013-9288-2

Cited by 6 publications

(2 citation statements)

References 9 publications

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“…In the last decade, they have been more widespread so that instructors and students communicate via mobile phones and text messages as alternative methods (Cosier et al, 2015). New learning opportunities will automatically increase as there will be more utilization of new technologies and software in the education environments (Jarvela, Naykki, Laru & Luokkanen, 2007).…”

Section: Social Work Educationmentioning

confidence: 99%

Student and academician views on the use of smart phones during courses by the students studying in the department of social work: Ankara University sample

Demirbilek

Purutçuoğlu²,

Sokmen³

et al. 2017

PROSOC

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Section: Social Work Educationmentioning

confidence: 99%

Student and academician views on the use of smart phones during courses by the students studying in the department of social work: Ankara University sample

Demirbilek

Purutçuoğlu²,

Sokmen³

et al. 2017

PROSOC

View full text Add to dashboard Cite

“…Mobile devices allow for text messages, word processing, and video communication to occur throughout the school day and from any location, allowing teachers to collaborate (e.g. teacher-to-colleague, student-to-teacher and student-to-content) more quickly and easily (O'Bannon & Thomas, 2015;Cosier, Gomez, McKee, & Maghzi, 2015).…”

Section: Research Questionmentioning

confidence: 99%

Technology Use by Teachers of Deaf and Hard-of-Hearing Students

Zirzow¹

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This nationwide study explored the types and frequency of technology used by teachers of deaf and hard-of-hearing (d/hh) students to design and deliver instruction, as well as the types and frequency of technology being used by teachers of d/hh students to promote communication and collaboration. It also examined the extent of professional development in the area of technology use with d/hh students, and the related challenges experienced by these teachers. The following research questions guided this study. Research question 1. What kinds of technology do teachers of d/hh students use to design and deliver academic content-based learning activities? With what frequency are these technologies being used by teachers of d/hh students? Research question 1a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their job position? Research question 1b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to design and deliver academic content-based learning activities and their use of technology for obtaining additional training? Research question 2. What kinds of technology do teachers of d/hh students use to promote student communication and collaboration for learning? With what frequency are these technologies being used by teachers of d/hh students? Research question 2a. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students to promote student communication and collaboration for learning and their job position? Research question 2b. Is there a relationship between the self-reported amount and/or kinds of technology used by teachers of d/hh students for student communication and collaboration and their use of technology for obtaining additional training? Research question 3. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and their job position? Research question 3a. Is there a relationship between the self-reported use of technology by teachers of d/hh students for additional training and how often their employer provides professional development in the use of instructional technology for use with deaf/hard-of-hearing students? Research question 4. Is there a relationship between the self-reported amount and/or kinds of challenges experienced by teachers of d/hh students and their job position? Despite being half way around the world, and multiple changes to my committee, she helped keep me focused and grounded throughout the dissertation process. I would like to also thank Dr. D.J. Hendricks and Dr. A. Hollo for thier willingness to join my committee in the eleventh hour and help guide me through the statistical analysis and further refining the document. Thank you to my family and friends for their patience and unwavering faith in my success. Lastly, I would like to thank my amazing ...

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Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures

Al-Furaih

Al-Awidi

2020

Educ Inf Technol

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Smart phones permitted: How teachers use text messaging to collaborate

Cited by 6 publications

References 9 publications

Student and academician views on the use of smart phones during courses by the students studying in the department of social work: Ankara University sample

Student and academician views on the use of smart phones during courses by the students studying in the department of social work: Ankara University sample

Technology Use by Teachers of Deaf and Hard-of-Hearing Students

Fear of missing out (FoMO) among undergraduate students in relation to attention distraction and learning disengagement in lectures

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