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An Engaging Distraction: Cell Phones in the

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 An Engaging Distraction: Cell Phones in the Classroom

Laura Wilson
Communications Media
Indiana University of Pennsylvania
United States
laurabwilson@gmail.com

Annaliese Piraino
Communications Media
Indiana University of Pennsylvania
United States
a.b.piraino@iup.edu

Abstract: Classroom cell phone use can not only help increase student interest and
engagement, but can also provide teachers with a streamlined approach to the integration of in-
class academic research and citation, active learning methodologies, and cooperative learning
strategies. Thus, this paper first seeks to review relevant literature as it pertains to in-class cell
phone use; in addition, an introduction to practical classroom tools is provided, with focus on
those that can foster student-teacher interaction, integrate classroom polling, and provide
student-friendly platforms to in-class academic research and citation. The objective of this
paper/presentation is to help instructors encourage and integrate in-class cellular
communications--most pointedly--academic resources and their corresponding referencing
guidelines. NOTE: This presentation will include demonstrations of such activities, so please
bring your cell phone or other smart device with you into the session!

Introduction: Cell Phones in the Classroom

Frequently dismissed as a superfluous distraction, most institutions and teachers ban classroom use of
students’ cell phones from anywhere within the inner walls of their learning environments—yet a review of the
literature reveals that institutions may be missing great opportunities—opportunities for pedagogical practices
that increase student engagement, supplement course content, and amalgamate real-world applications to
classroom. For example, one of the most widely noted and accepted benefit of cell phone integration into
teaching methodology are the possibilities for increased student engagement, enjoyment, and overall classroom
satisfaction. In addition, although research supporting explicit and consequential cell phone learning is yet to
surface, the literature emphasizes budding prospects for the accumulation of knowledge and comprehension-
based student advancements. Finally, yet no less significantly, the reported summary of literature shows that cell
phones in the classroom potentially offer enriched learning environments and an increasingly engaged audience,
yet many instructors note hesitation, providing one of the impediments to widespread assimilation and use.

Student Engagement

It is important to design and determine which tools influence student learning and consequences, yet it
is equally important to uncover those practices that increase student engagement and interest, as this is an
inseparable component tied to the motivation to learn—and can be kindled by allowing student use of the device
most have within immediate reach. For example, when applied, language-learning classrooms show benefits
from cell phone applications, encouraging both reading and writing processes, as seen within a number of ESL
and EFL studies. Additionally, teachers can encourage classroom participation and engagement by
incorporating simple cell phone techniques, thus demonstrating to students personal concern for advancing their
progress, and receiving their feedback. Equally reassuring, the encouragement of student connections and
cognitive mapping—particularly through real world connections and work-oriented applications—are powerful
motivational strategies, and can be stimulated with cell phone-based endeavors.

Engagement with Language. Cell-based learning proves applicable within the context of both
reading and writing language learning and can be beneficial to in-class and out-of-class activities, as well as
engagement through collaborative processes, practical application, and differentiated pacing among learners.
Notably, a mobile technology classroom experiment uncovered the potential to encourage increases in writing
(both in and outside of class), personalization of learning, collaborative uses (especially during the editing
process), motivation to learn, and engagement in learning activities—which—in turn, can lead to increased time
spent on learning activities and higher quality work (Swan, van't Hooft, Kratcoski, & Unger, 2005). In an
additional EFL language study, a one-week analysis of cell based SMS learning produced pre and posttest
analyses, which, when compared with those students using email or speaking methods, revealed student activity
of those engaged more frequently in out-of-class and applied use of the English language (Kiernan & Aizawa,
2004). Further experimental groups revealed consistently higher post exam ESL scores for self-paced mobile
learning methods by allowing students to study at a rate they chose, rather than that controlled by the teacher
(Oberg & Daniels, 2013).

Engagement in Lecture. Teachers have continually searched for engagement techniques applicable
within large group lecture settings— promisingly, recent literature supports cell-phone integration as a means of
not only increased interactivity, but feedback and overall enthusiasm, as well. Interaction programs such as
SpeakUp can help teachers and students better incorporate classroom discussion and have a number of benefits,
including facilitated student engagement within the large classroom setting, encouraged participation from
shy/special needs students, motivation for all students to participate more frequently in class, and increased
formative assessment data (Ondrus et al., 2013). Similarly, the quality and quantity of student feedback can be
increased during teacher lectures by employing mobile systems like Txt-2-Learn, and offer teachers lecture
“check points” during which they can gauge student needs, address student questions, and review student
progress; moreover, both student and teacher surveys indicate appreciation for such additional channels of
communication (Scornavacca, Huff, & Marshall, 2009). Such results are evident in a recent comparison of
mobile versus computer-based engagement, a recent study designed to compare learning via iPad/iPod with
computer-based instruction (CBI) found that mobile users displayed increased engagement and enthusiasm
while working with content based materials and activities (Martin & Ertzberger, 2013).

Increased Connections to Content. An equally desirable element, teachers have long understood the
importance of student buy-in, particularly through real world connections and work-oriented content
application, both of which can be encouraged with cell phone assimilation. Mobile learning studies began
emerging in 2000-2001 with Sharples and Abernathy, wherein the potential for cellular learning extensions and
applications, including continuing education, formally entered the discussion and yet resonate today (2000;
2001). For example, Roberson and Hagelik note that students can easily be connected with course content using
what students see as an inextricable part of their personal selves—their cell phones—allowing teachers to
increase educational buy-in, rather than alienate learners by detaching them from what extend portable and
ubiquitous learning possibilities (Roberson & Hagelik, 2008). Coincidently, students are markedly accepting of
mobile learning possibilities, and will thus willingly partake in activities offering potential improvements in
student retention and satisfaction; particularly, students articulate interest in using phones to obtain exam tips,
record lecture notes, and receive class notifications (Rosley, Ismail, & Visvernardan, 2011). Further
opportunities for associations arise, Squire and Dikkers explain, through device personalization, as classroom
cell phone integration encourages personal empowerment through increased functionality, allowing students to
meet goals and participate directly in real-world situations and work-based applications, thus advancing
realization to an answer to the ever-present query: “where will I ever use this?” (Squire & Dikkers, 2012).

Knowledge and Comprehension Building

While research in support of direct and resultant cell phone learning is yet lacking, potential exists for
the accumulation of knowledge and comprehension-based student advancements. SMS particularly offers
potential as a means of information reinforcement and concept repetition, extending convenience, portability,
and regularity. Flash cards, cameras, and other common cellular functions are also expanding classroom
possibilities and learning opportunities. Many instructors might not recognize, however, that vast capacity also
exists within corroborative classroom ventures, and cell phones provide an alternate venue for such sessions and
encounters.

SMS in the Classroom. A number of studies emphasize the potential of SMS and other convenience-
based cellular programs and applications, particularly their potential to bolster student knowledge retention and
augmentation. Asian distance education programs found that the implementation of SMS facilitated an increase
in knowledge among student participants when compared with those who were non-participants; these same
students also held increased rates of participation, interactivity, and reported levels of enjoyment and motivation
(Valk, Rashid, & Elder, 2010). Furthermore, data supports that elements of convenience, availability, and
accessibility in exposure to review and practice questions (made available via cell phone) may help students
earn higher grades, as in one large college classroom study where those students who accessed such study
materials outscored those who did not (Mcconatha, Praul, & Lynch, 2008). While not certain causality, a
related assessment of the association between cell phone use and children’s reading proficiency (two measures:
decoding and reading comprehension), shows that children who spent more time text messaging displayed
greater reading comprehension—thus further supporting the potential of SMS in education (Hofferth & Moon,
2012).

Other Cell Phone Applications. Studies also report the potential for other in-class and out-of-class
cell phone applications intended to support student commitment and concept reinforcement. For example, by
assimilating students’ cell phone cameras into language learning lessons, teachers in China were able to assess
student projects in conjunction with student attitudes toward cell learning, technological readiness, perceived
learning, and perceived appropriateness—all of which show enhanced—indicating that students are ready for
cell-based learning (Wang, Chen, & Fang, 2011). In studies of higher-level and knowledge comprehension,
while the former was not supported, the use of cell phone based flash cards did, in fact, increase the ladder
(knowledge level content learning), when compared with those students utilizing traditional materials (lecture
notes, etc.); moreover, students preferred the cell-based review materials for their convenience and ease
(Rinehart, 2012). An additional flash card study shows that such materials can also help encourage
understanding of more complex and fundamental processes, such as organic reactions in chemistry, as student
utilization of such materials garnered positive student feedback related to study habits that suit the active
lifestyle of the 21st century nomadic learner (Pursell, 2009).

Collaborative Learning Projects. Collaborative and other student-centered projects and activities
have long brandished advantageous student outcomes and experiences; moreover, recent cell-based projects
display the endless possibilities proffered through full absorption in classroom culture. Knowledge,
comprehension, and analysis level question development is a valuable student-centered activity possible using
mobile phones, as in the SMILE project, wherein students created, answered, and monitored content related
questions, and correspondingly reported great satisfaction with the activity and utilized technology (Seol, Sharp,
& Kim, 2011). In tailored instruction examples, where teachers accommodate and utilize cell phones,
“ubiquitous learning environment[s]” maximize classroom outcomes (as studied by Chen et.al), wherein
experimental results show that students in such an environment display enhancement in academic performance
tasks and learning goal achievements (Chen, Chang, & Wang, 2008). Furthermore, cell phone integration can
also support collaborative learning methodologies while collecting student data and monitoring student
progress—for example—by requiring that independently answered cell phone questions be further deliberated
within the group to achieve consensus (e.g. as studied in systems like the MCSCL) (Echeverría et al., 2011).

Classroom Methodologies and Teacher Trepidation

Cell phones in the classroom offer enhanced learning environments, absorbing teacher application, and
creative classroom methodologies; however, one of the largest obstructions reportedly stems from teacher
trepidation. Teachers who utilize SMS and polling systems exercise constructive and worthwhile tools, while
opening an additional channel of communications between themselves and their students. Content-specific
functions are also available to teachers looking to vary instructional platforms. However, although students
emphasize pervasive appreciation of such practices and approaches, many teachers are yet hesitant and
unconvinced.

SMS and Polling. The addition of classroom polling programs and SMS messaging systems
(notifications and content reinforcement) are valuable pedagogical methods, and are reported by students as
widely appreciated and immensely helpful—in addition to being beneficial to broader course content. Cell
phone SMS vocabulary delivery supports regular study and increased retention, and is reported by students as a
preferable study method when compared with more traditional practices such as written class notes (Houser,
Thornton, & Kluge, 2002). To help increase lecture effectiveness, students reportedly welcome audience
response systems (ARS) and surveyed responses support them as effectual and uncomplicated assessment tools
(Shinohara, Shimeno, Ioroi, & Tanaka, 2010). An additional advantage of cellular polling programs, as outlined
by Shon and Smith, is the inclusion of instantaneous feedback and formative assessment thus made available to
students at different points of emphasis throughout a lecture or lesson; such knowledge affords both teacher and
student immediate interpretation of results, and indicates areas and items in need of reinforcement or teacher
redress (Shon & Smith, 2011).

Content Specific Areas. Not only are cell phones beneficial as SMS and ARS systems, but offer
myriad platforms germane to varying, and unrestricted, content areas. Positing that the implementation of cell
phones in chemistry education may hold greater possibilities than those fostered by the personal computer,
Williams and Pence cite three practical classroom benefits: instant web research ability, augmented reality
applications specific to chemistry processes, and bar/QR coding to support chemical structure encoding
(Williams & Pence, 2011). Studies of classes provided with Blackberry phones reveal that students used their
phones both inside and outside of class, finding ways to incorporate the devices into their lives, exceeding that
of teacher directed use; furthermore, whereas teachers in the study viewed cell phones as offering limited
learning potential, students found them beneficial for both communication and learning (Mueller, Wood, De
Pasquale, & Cruikshank, 2012). Finally, in an analysis where cellular phones serve multiple roles within the
curriculum, students noted and testified to a number of benefits including increased feedback venues, improved
levels of comfort in offering feedback, and further opportunities for the contribution of student research to
lesson content, which again adjoins with student empowerment and engagement (Engel & Green, 2011).

Teacher Hesitation. Ironically, while students indicate widespread acceptance and appreciation for
classroom cell phone use, teacher approval and integration is lagging. Interestingly, research shows that while
students are willing and enthusiastic to engage in cellular learning, many teachers are reluctant, and not yet
certain that the platform will engender reliable, encouraging, or beneficial methodologies and practices (Ismail,
Bokhare, Azizan, & Azman, 2013). Teacher interpretations of classroom cell phone functions vary by teacher
discipline, however, they most often cite photo/film recording programs, online research options, and content
specific educational applications (Huk, 2012). Nonetheless, teacher motivation and acceptance of technology
increases along with his or her willingness and preparedness for mobile learning; similarly, the ownership of a
device also contributes to this inclination (Ismail et al., 2013); (Kahveci, Şahin, & GenÇ, 2011).
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