Technology of Choice: Challenges and Opportunities of Mobile Phones in School

Magnusson, Anita Grigic; Segerstad, Ylva Hård af; Hashemi, Sylvana Sofkova

doi:10.21125/edulearn.2017.1143

Cited by 1 publication

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Related Workmentioning

confidence: 99%

“…It has been argued that the smartphone has already become an integrated part of the student's infrastructure for learning (Alm en, 2021;Grigic Magnusson, 2022;Ott, 2017). Research shows how smartphones in an educational context can facilitate learning as well as cause disruption (Grigic Magnusson, 2022;Ott, 2017;Sung, 2016). Using mobile devices such as smartphones has become common for educational purposes because of its ability to facilitate communication and to connect students to the internet (Thomas and Muñoz, 2016;Yildiz and Alkan, 2019).…”

Section: Related Workmentioning

confidence: 99%

“…However, the norm was already before the new formulation, not to use the smartphone for private purposes in class. Thus, at the time the new formulation was included in the education act, it has been reported that eight of ten compulsory schools and half of the upper secondary schools already practiced the regulation of not using the smartphone in class (Grigic Magnusson, 2022;Skolverket, 2022b). The more explicit formulation from 2022 (SFS, 2022) has roots in the debate about falling results, bullying and the lack of a calm environment conducive to learning (Ott, 2017).…”

Section: The Empirical Contextmentioning

confidence: 99%

“…Teaching in school should not rely on other teaching materials than the ones offered by the school (Ott, 2017). Also, there is a global trend of banning students' use of smartphones (Grigic Magnusson, 2022).…”

Section: The Empirical Contextmentioning

confidence: 99%

“…Arguments for banning smartphones in school are one path that has been taken by politicians, schools and teachers, but not by all. Many teachers permit students to use smartphones in class, not least as an educational tool (Almén, 2021; Beland and Murphy, 2016; Grigic Magnusson, 2022; Ott, 2017). There is little research on how teachers can meet the challenges, and at the same time, make the most of smartphones in the process of teaching (Langseth and Sedal, 2019).…”

Section: Related Workmentioning

confidence: 99%

See 4 more Smart Citations

Forbidden and necessary: making sense of smartphones in vocational teaching

Carlsson

Willermark

2023

JWL

View full text Add to dashboard Cite

Purpose The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames. Design/methodology/approach The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden. Findings The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies. Originality/value The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.

show abstract