Smartphone

Smartphone

Kimberley Walsh, Memorial University of Newfoundland

Constraints

Kizito (2012) found that there has been a delay in the adoption of smartphones as useful tool in teaching and learning due to specifc limitations such as screensize, batter life and security, all of which hinder learning. The smartphones’ small screen size can make it difficult to view and properly display materials and as a result there is a high risk of reducing learning performance due to increased cognitive load (Chen, et al. 2013). The study by Jubien (2013) furthered this finding noting that reading materials on a smartphone is actually more complex; if the material that is to be read contains complex or unfamiliar words learners would have to switch applications to define the word. This can lead to a host of issues for learners such as having to switch back and forth between applications, which in turn makes it difficult for students to focus (Jubien, 2013). Huang (2012) contended that bigger screen sizes associated with newer version smartphones will help students type and read in a more effective manner. Echeverria (2011) found that the processing limitations of the smartphone must also be considered when designing collaborative activities for learning as slow response times can cause users to quickly lose interest in the learning task. Due to these physical limitations of the smartphone it can be difficult to provided full instruction using these devices and therefore they are more suitable for supporting face to face instruction (Gedik, et al., 2012).

Koh (2013) noted that the use of a smartphone in learning activities can at first be associated with novelty among students. Students can easily get caught up in non-learning activities when smartphones are used with the intention of enchancing learning (Koh, Loh, & Hong, 2013). Therefore it is important to regularly integrate their use in the classroom so that students are not as distracted by their novelty effect (Gedik, et al., 2012). Zhang, Song and Burston (2011) found that using smartphones to enhance learning can distrup, distract, and discourage instead of motivate learning.

Links

1. Part 1: 44 Smart Ways to Use Smartphones in Class By John Hardison
2. How Teachers Make Cell Phones Work in the Classroom By Tina Barseghian
3. A presentation on the use of Cell phones in my classroom By George Engel
4. 40 Creative Ways to Use Cell Phones in the Classroom By Melissa Seideman
5. SmartPhones in the Classroom By Roxanne Nys

Works Cited

Chen, N.-S., Wei, C.-W., Huang, Y.-C., & Kinshuk. (2013). The integration of print and digital content for providing learners with constructive feedback using smartphones. British Journal of Educational Technology, 44(5), 837-845. doi:10.1111/j.1467-8535.2012.01371.x

Clough, G., Jones, A. C., McAndrew, P., & Scanlon, E. (2007). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5), 359-371. doi:10.1111/j.1365-2729.2007.00268.x

Daher, W. (2009). Students’ perceptions of learning mathematics with cellular phones and applets. International Journal of Emerging Technologies in Learning, 4(1), 23-28. doi:10.3991/ijet.v4i1.686

Echeverria, A., Nussbaum, M., Calderon, J., Bravo, C., Infante, C., & Vasquez, A. (2011). Face-to-face collaborative learning supported by mobile phones. Interactive Learning Environments, 19(4), 31-363. doi:10.1080/10494820903232943

Gedik, N., Hanci-Karademirci, A., Kursun, E., & Cagitay, K. (2012). Key instructional design issues in a cellular phone-based mobile learning project. Computers and Education, 58(4), 1149-1159. doi:10.1016/j.compedu.2011.12.002

Huang, H.-W., Wu, C.-W., & Chen, N.-S. (2012). The effectiveness of using procedural scaffoldings in a paper-plus-smartphone collaborative learning context. Computers and Education, 59(2), 250-259. doi:10.1016/j.compedu.2012.01.015

Jarvela, S., Naykki, P., Laru, J., & Luokkanen, T. (2007). Structuring and regulating collaborative learning in higher education with wireless networks and mobile tools. Educational Technology and Society, 10(4), 71-79. Retrieved from http://www.ifets.info/journals/10_4/8.pdf

Jubien, P. (2013). Shape shifting smartphone: Riding the waves in post-secondary education. Canadian Journal of Learning and Technology, 39(2), 1-16. Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/696/365

Kizito, R. (2012). Pretesting mathematical concepts with the mobile phone: Implications for curriculum design. International Review of Research in Open and Distance Learning, 13(1), 38-55. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1065/2075

Koh, E., Loh, J., & Hong, H. (2013). A snapshot approach of a smartphone-enabled implmentation. Research and Practice in Technology Enhanced Learning, 8(1), 91-115. Retrieved from http://www.apsce.net/RPTEL/RPTEL2013MarIssue/RPTEL2013MarIssue-Article5_pp91-115.pdf

Milrad, M., & Spikol, D. (2007). Anytime, anywhere learning supported by smart phones: Experiences and results from the MUSIS project. Educational Technology and Society, 10(4), 62-70.

Price, S., Davies, P., Farr, W., Jewitt, C., Roussos, G., & Sin, G. (2012). Fostering geospatial thinking in science education through a customisable smartphone application. British Journal of Educational Technology, 1-11. doi:10.1111/bjet.12000

Song, Y., Wong, L.-H., & Looi, C.-K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701. doi:10.1007/s11423-012-9245-6

Wei, F.-H., Chen, G.-D., Wang, C.-Y., & Li, L.-Y. (2007). Ubiquitous discission forum: Introducing mobile phones and voice discussion into a web discussion forum. Journal of Educational Multimedia and Hypermedia, 16(2), 125-140.

Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal of Educational Technology, 10(3), 203-214. Retrieved from http://files.eric.ed.gov/fulltext/EJ944968.pdf