Wiki Activity: Mobile Phones In The Classroom

In this post, I will be discussing the idea of using Mobile phones in the classroom to enhance, support or transform learning. First I will give a brief history of the phone. Then I critically consider positives and negatives to students using mobile phones in the classroom setting.


A Brief History of Mobile Phones

The birth of this device came from the grand variety of radio phones from the early 1950's, originally being invented by a Canadian inventor named Reginald Fessenden, for shore-to-ship radio telephonic communication. by 1956, the idea had progressed to more practical and civil uses - like partly automatic car phones. In 1962, the car phone shed 10 kg, and gained push-buttons. By 1973, the mobile phone had left the car, and made and received it's first hand-held call  in early April of that year. The world's first automatic network was launched in 1979 in Japan. 1G was launched soon after, which was quickly 2G in 1991, and the well-known 3G in 2001. Features on the Mobile phone, now used globally, continued to match technological progression and the growing necessities of the Working Man. Many new gaming features were also added over time, to cater to the Idol Man. These included smaller, sleeker keyboards with sliding or flipping capabilities for hiding the keyboard when not being used, flatter, higher-resolution screens with deeper colour and more pixels, cameras, video and sound recorders, stop watches, touch screens, compasses and GPS, internet access... All in the palm of your hand. In 1975 only a select few countries had the elitist comfort of a mobile phone. A study in 2010 said that 5, ooo, ooo, ooo, ooo (5 Billion) currently use mobile phones; about 46 percent of which are 15 years and younger (PRB, 2011). It's all in the palms of THEIR hands now.


Do Mobiles Have A Place In The Classroom?
The question has valid arguments both for and against mobile phone use in the classroom. Let's explore. As learning managers in a digital age, it is our responsibility to ensure that our learners are digitally literate in every way possible. The goal of learning managers is to ensure that learners are able to function effectively in the future. Schooling has already changed dramatically in the last couple of decades. In the 1990's, computers were restricted to the tech lab in the school, and there were only a few. Today, each classroom has several computers which students have easy access to, the teacher has a laptop on their desk, and the tech lab is over-flowing with computers, and other digital tools. Will this quest for modernisation continue at this rate? Is structured mobile phone use in the classroom the next step?? Debbie Soccio, Karen Montgomery and Liz Kolb (just to name a few) say YES!

Debbie Soccio cites that Mobile phones are so popular due to their portability and accessibility, the discrete communicative abilities (minimising academic pressure and underconfidence.), privacy, etc (Soccio, 2011). Liz Kolbs has written some books promoting the use of mobile phones in the classroom. She states "Students are walking around with incredible computing power. Their cell phones are calculators, internet browsers, video cameras, calendars, social media devices, and so much more. Why then are educators not taking advantage of these powerful, accessible, and engaging tools in the classroom?" These are some valid points. Mobile phones have tremendous power as for as digital literacy and communication go. What Debbie fails to mention, however, is student supervision and accountability. How can learning managers be expected to adequately moderate and ensure productive learning situations for learners when their fingers are in the way? This is also a safely issue:  how can the learning manager ensure safe, equitable learning environments for learners, without being able to see whether or not some form of cyber-bullying or cyber-harassment is going on? This is a major concern which should be addressed.

Furthermore, is it really all that wise to take one of the 'most powerful technological tool we know', and allow children to use it in a school setting, which demands order? In some ways, the question answers itself. Encouraging children to use phones responsibly for learning in the school environment cultivates habits and understandings which would promote responsible use, probably for learning, outside the school setting; which, for a child who hasn't used phones in school would likely idol away their time texting and playing Fruit Ninja. Secondly, the school setting has changed in recent times. It is no longer a place of outright authority and order. Rather, a place which encourages thought, exploration, inquisition and the seeking of answer by a variety of methods, accompanied with socialisation, communication, and observation and guidance from the learning manager. Mobile phones would not upset this environment at all.


Associated Pedagogical Possibilities
With a slightly more informed outlook on the whole thing, a Learning Manager can start to see the appropriateness of the device with respect to a range of learning styles and learning theories.

From a behaviourist point of view, learners could use mobiles in the same way that, in some classrooms, computers are used. Behaviourism posits that by rewards or punishments to certain behaviour and attitudes, learners can be classically conditioned to work in a better way. In some classrooms, learners are rewarded with computer time. Using computer time like it's a lollie is frowned upon by some teachers, understandably. However, mobile phones are slightly different, and warrant extra considerations. Like, 'how often and for how long can a learner pull out their mobile phone and maintain eye-contact with it, instead of the teacher. There must be some kind of allocation of time in place. And correct behaviors must be put in place.

From a constructivist point of view, learners can continually update information, either individually on their own phones (in notebook, or text drafts, etc), or could do this collaboratively, in pairs, groups or as a class. By gradually building on information, learners stay up to date, and have access to what ever information they might need - without the need to get up and move to a computer that may already be in use.

From a connectivist point of view, learners are a click away from each other, and can communicate instantly with ease. They can form dynamic networks. They are simultaneously connected to any number of sources of information, via internet brows-ability. With the ability to find websites, youtube videos, wikis or blogs, and forward them to peers in the class, learners have never been so switched on, or so plugged in.

This digital tool is predominantly linked to Connectivism and appeals to learning styles and preferences of the digital native.

Analysis Using de Bono's Six Thinking Hats
The 6 Thinking Hats method is a thinking tool designed by Maltese physician, inventor and consultant by the name of Edward de Bono. de Bono is also the person who the term 'lateral thinking' came from, and the man who instilled 'thinking' as a subject in schools.

The 6 thinking hats methods forces a learner to view a problem, situation or information from a range of view points, and focus on different things, positive and negative. It is worth viewing the Mobile Phone question using the 6 Thinking Hats method.

Red: It is important to consider carefully the risks and possible fall-backs of incorporating Mobile Phones into learning experiences in the classroom. The potential for constant unchecked cyber bullying and harassment is greatly increased. This can lead to disengagement and depression in some learners, while others will be off task using the technology in an inappropriate way. How is a teacher to know whether a child is researching or idling away their time.This is not conducive to safe, secure and productive learning environments. 


Yellow: Being digital natives and eager technological learners, student would be excited by the idea of using mobile phones in the classroom. High excitement can lead to positive attitudes and perceptions, maintaining learner engagement. When learners are happy, they are receptive, cooperative and learn better. 


Green: The educational possibilities with a tool like Mobile phones is almost endless. As noted above, Mobiles will allow learners to perform calculations, browse the internet, take video and pictures, look at and make notes in their calendars, socialise and communicate, and so much more. With such potential for activating our students minds, incorporating mobile phones into learning experiences seems like an obvious step.


White: The fact is that Mobile Phones, as a digital tool, have amazing potential for learners, whether inside of outside the classroom. It is also true that safety and productivity concerns emerge, which calls for a more stringent level of supervision. Mobile phones would greatly increase the connectivity of students within a classroom, as well as with the outside world, but safety measures must be taken accordingly. 


Black: Questions arise, such as: Is owning a Phone in the classroom similar to owning a calculator, for example? Or will opinions and social issues arise from children having superior or inferior models, cheaper brands, etc? Is purchasing mobile phones a requirement for parents or the school? Are Mobiles allowed to be used at any time by learners? Or only during select activities, allocated 'mobile phone time', etc?  These questions are valid, and there is no agreed upon answer to them yet.


Another point to consider is: why should we rush to give our learners (youth) unrestrained access to the most powerful and potentially dangerous tools around? Many learners ride a bike to school. It is not encouraged that each of them have a GPS system to attach on their handle bars. Why not? It's a fantastic digital tool, which will engage and excite them? Yes, but young learners are likely to use the tool in a 'youthful' manner. They are more likely to try and find their way to Movie World or Never Never Land then to school on time... Thus, age appropriateness is another valid point. 


Blue: There are valid points to address from both positive and negative perspectives. If, in the educational context, the power and potential of this digital tool can be adequately designed to ensure the safety, comfort and productivity of learners, then it should be seriously considered. Furthermore, if there is anything that might benefit learner's acquisition and meaningful use of knowledge, skills and abilities, it should be considered. However, it is the responsibility of the learning manager, and educational establishments, to ensure that learners are always in safe and secure environments, and are not at risk in any way. Everything must be assessed and catered for with the highest of care.

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon

2011 World Population Data Sheet (2011). (n.d.) Retrieved from http://www.prb.org/Publications/Datasheets/2011/world-population-data-sheet/data-sheet.aspx  December, 2011.

Mobile phone use explodes as 60% of the world's population signs up for a handset (2009) DAILY MAIL REPORTER retrieved from http://www.dailymail.co.uk/sciencetech/article-1158758/Mobile-phone-use-explodes-60-worlds-population-signs-handset.html

Downie, C. & Glazebrook, K. (2007) Mobile phones and the consumer kids. Australian Institute Research Paper No. 41

Montgomery, K. (2009). Think Mobile Phones for Learning retrieved from http://thinkingmachine.pbworks.com/w/page/22187713/Think%20Mobile%20Phones%20for%20Learning

Kolb, L. (2011). Cell Phones in the Classroom: A Practical Guide for Educators. International Society for Technology in Education


Six Thinking Hats: Increase Collaboration Skills A Tool for Creative, Innovative, & Critical Thinking retrieved from http://debonoforschools.com/asp/six_hats.asp