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Getting smart collective, impact update, part 1: 44 smart ways to use smartphones in class.

This week an online article grabbed my attention. Its title read “ 94 Percent of High School Students Using Cellphones in Class .” I immediately scoped out the heading and thought to myself, “Finally, teachers are beginning to embrace the powerful little gadgets.” However, it did not take me long to realize the researched article took quite a different slant. One quotation in particular caused serious professional introspection on my behalf. The article quotes the researchers as stating, “‘The potential damage stemming from heightened cell phone use during class casts a pall on the entire educational system, on the school atmosphere, on the educational achievements of the class, on the pupil’s own learning experience and on the teacher’s burnout having to cope with discipline problems in class.’” I understand the tougher task of using regular cell phones in class versus internet ready smartphones, however , I could not disagree more with the above quotation. Although there is no doubt the very same scenarios mentioned in the above article are occurring in various classrooms around the globe, I now encourage all students to bring their cellphones or smartphones to class. Just a few years prior, my colleagues and I were struggling mightily with how to integrate the crafty handheld tools. A blessed trip to the ISTE 2011 conference in Philadelphia helped me devise a BYOD classroom management plan and opened my eyes to the infinite educational potential of smartphones in the classroom. However, one of my toughest baseball coaches once said, “Potential and a dollar will get you a Coke.” With this in mind, a simple, but effective, “Traffic Light” BYOD classroom management plan was born. Check out this post to read more about it. I believe the potential of smartphones, supported by a strong classroom management system, can be summed up with what I call “The Five C’s.” Collaborate, communicate, create and coordinate/curate. Of the forty-four ideas below regarding smartphones, twelve can be accomplished with a simple cellphone. Take a look below at this enormous potential.

Use Smartphones to Collaborate

Have students peer-assess their classmates’ essays through a Google Form embedded on teacher page, and allow them to view real-time constructive criticism. Afterwards, polish up the spreadsheet and share with students. Believe me, they will be interested. Click here to see how successful this strategy can be.
Allow texting in class to peer-edit and offer constructive criticism for writing projects. Just imagine students sharing thesis statements and introductory paragraphs without ever saying a word. This is just one of the strategies we use to create a quiet and successful writing atmosphere in Studio 113 . Check it out here .
Make brainstorming visible via a projected image with Polleverywhere.com and Wallwisher.com . Using these two sites really is too simple. Although Wallwisher requires an internet connection, students may use a cellphone for Polleverywhere.com.
Create a shared list of notes by making a Google Form available. I usually embed Google Forms on my teacher page for easy access. Afterwards, I make the spreadsheet of notes available to all students.
Have students post relative links of videos, websites, etc. for a unit of study. I like to think of this as the Army of Talent completing a task in a fraction of the time it would take one teacher hours to finish. This strategy is highly effective as it invites students to co-create their learning environment and unit. A Google Form would easily serve this purpose.
Make thoughts visible by having students post videos and text or by having them phone in their answers to Voicethread. Check out our recent Voicethread here .
Engage readers in real-time as they work through the assigned reading by collaborating with their peers via a Twitter hashtag , Polleverywhere.com , Todaysmeet.com , or Wallwisher.com .
Have students call in-class peers during an interactive learning structure. Click here to see a cool idea.

Use Smartphones to Communicate

Use FaceTime on the iPhone to add outside audience members during class discussion or learning activity. This is perhaps one of the coolest things we have recently done in class.
Allow students to read from their smartphones during SSR (Silent Sustained Reading) while sharing interesting articles via Polleverywhere.com .
Allow students to video or audio record your assignment instructions.
View student exemplary products from school YouTube channel .
Augment lessons with excellent videos from Ted.com or RSA .
Use a Twitter hashtag to augment the in-class lesson or extend the conversation after class. Click here to read about a tri-state conversation about a Presidential debate.
Establish a Twitter class account to share class assignments and reminders. If students do not want a Twitter account, make it easy. Embed the Twitter feed on your teacher page.
Send students reminders in-class/after-class through ClassParrot and Remind 101 .
Have a silent discussion via Todaysmeet.com .
Capture learning moments. Ever had a student raise a hand, make a connection, and say, “Have you seen the video that….?” Ask students to e-mail pertinent links during class and show the video in minutes.
Have students assess the teacher through a Google Form.
Use Google Translate to break down language barriers.
Use Instagram or Twitter to advertise class projects.

Use Smartphones to Create

Write with apps such as My Writing Spot and Evernote .
Set up a portable writing station by connecting a keyboard to smartphone via Bluetooth.
Use dictionary and thesaurus apps.
Use Dragon Dictation for struggling writers. Interested? Click here .
Write on-the-go during a field trip or active lesson on campus with Tripline .
Create “How-To” guides using apps such as SnapGuide .
Write to Blog Post via the Blogger app.
Peruse playlists while double-checking the lyrics on the internet to create a soundtrack that applies to current studies.
Create Twitter parodies of certain characters, historical figures, chemical equations, geometry theorems, and animals of study in Biology class.
Create a mini-presentation, skit, or formal response to a prompt and e-mail the video to teacher’s Posterous blog spot.

Use Smartphones to Coordinate/Curate

Relax and write with apps like Nature Music or iZen Garden .
Listen to music as source of inspiration for creative projects.
Have students access their peers’ blogs by sharing a Symbaloo webmix on teacher page. Check out this one .
Point students in the right direction for creative tech tools .
Save time and paper by accessing documents on teacher’s website .
Share spreadsheets of notes with Google Drive .
Get to know your students by having them complete a Google Form .
Research key sites to bolster students’ projects.
Manage students’ knowledge of current lessons by having them take a quiz directly from their smartphones via Socrative .
Allow students to check their grades via on-line gradebook or learning platform .
Have students question peers outside class and send their recorded opinions to Voicethread or Posterous .
Use apps like Reminders and PocketLife Calendar to plan study times and project times. The Weather Channel app is handy for avoiding weather conflicts during outside project time.
Use the calculator app to calculate scores during gamified learning structures.
Use the stopwatch and timer apps to manage class time.

I hope these ideas help others appropriately manage and integrate cellphones and smartphones in the classroom learning environment. When used properly, smartphones act as handheld computers, not just overly priced texting gadgets. Please check back in two weeks for Part 2 of “Smart Ways to Use Smartphones in Class.” At this time, I will discuss using smartphones for videos, pictures and more. In the meantime, please share your thoughts below.

John Hardison

@JohnHardison1

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Impact update 2023, 20 comments, there is software called display note that allows you to colloborate with all the smart devices in your class (both android and apple at the same time.) i can help you get a free trial if you want. i just saw your tweet and wanted to responed. http://www..

see demo video too: http://www.touchboards.com/DisplayNote/DisplayNote.html

That would be an awesome way to link kids at home with a cold to the classroom.

Great post! If we are not allowing students to BYOD we are really missing the boat. This is how students learn today and to deprive them of their main learning tools just does not make sense! You have listed so many great ideas! The possibilities are endless.

Cindy, I totally agree. We have to think out of the box to tear down the classroom walls. Using technology to "bring" an at-home student into the classroom is the easier part. Developing challenging and engaging lesson plans that encourage at-home students to "attend"? Now that's the tough part at times. Thanks for your comments. Best wishes, John

Thanks, Tim. You're absolutely right. What sense does it make to fight the proliferation of technology in the classroom when tech gadgets have so much educational value? Thanks again for commenting. Please share any ideas you may have. Blessings, John

Laura Conley (@lconley86)

Great article. We use or have used several of the resources you've listed...all good! Thank you!

Not to be a naysayer, but how do you handle it when students use their device to be off-task? In a math class and they are tweeting about the baskeball game last night or playing Fun Run, how do you turn that into something of educational value? I see the benefits of using smartphones in their work but the reality is that smartphones are being used to NOT work. Any suggestions for this newbie in the classroom?

Rebecca, Thank you for commenting on this post. I definitely understand your concern. In doing my best to provide a helpful response, I can only speak from the success and failures in our classes. The majority of our classroom success can be attributed to our foundational setup. Leaning heavily on the ideas found in Henry Wong's The First Days of School, the students and I spend the first few days completing a "Training Camp." This three-to-four day setup covers everything from course syllabus, student behavior, and, most importantly, classroom procedures. Mini-lessons that begin to cover the assigned standards and literature are embedded in training that introduces all students to classroom procedures, such as: 1. turning in assignments 2. working productively in teams 3. following the BYOD policy (a traffic light system: see link below) 4. participating in traditional classroom discussions (raising hands and proper respect when commenting/disagreeing) 5. understanding consequences for misbehavior (with/without the use of BYOD) and 6. following other minor details (labeling of papers or digital documents). After introducing each one of these procedures, the entire class practices each one individually to the levels of expectation discussed in the "Training Camp." Finally, after three days of training, the students complete a test that covers all notes taken and procedures practiced the first three-four days. By no means does this training create a perfect class, but it does create an informed family of cooperative learners. Do I still deal with students who may use their mobile devices for non-class issues some times? Yes, but very minimally. In this case, I treat all violations of classroom BYOD policy as normal misconduct, and I follow the same disciplinarian procedures as I would for more traditional examples. To me, everything has changed in the class, while nothing has changed. In example, students still "pass" notes, however, their forms of "passing" these notes have changed. If a situation occurs, the first questions I ask myself are, "Is my lesson plan engaging? Are the students' interests taken into consideration when developing units of study? Do the students have a voice in planning project-based learning assignments and activities?" Ultimately, I have seldom seen students be off-task during an engaging, creative, and oftentimes non-sedentary assignment. I constantly seek to create these types of lesson plans and projects. If smartphones, which I consider to be powerful mini-laptops and should therefore be called "palmtops," are necessary for completing a particular assignment, a green light from our BYOD traffic light is visible. At this time, I am constantly walking around the class and assisting with the assignment. When, for whatever educational reason, no technology is warranted, a red light indicates that all mobile devices should be put away and not used. The positive, creative uses of smartphones and other mobile devices in the classroom far outweigh the negative possibilities. Just like I would never make all students quit writing just because Student A was passing a note to Student B in the back of the classroom, I will not have all students pocket such powerful learning devices for the duration of the class simply because one student lacks the discipline needed to follow and respect the guidelines of the learning environment. Again, thanks for your thoughtful, honest comment. I wish you and your students boundless success in all your classroom endeavors. Blessings, John The Traffic Light BYOD Management System in Studio 113: http://www.gettingsmart.com/gettingsmart-staging/cms/blog/2012/11/calling-all-resources-fostering-the-right-time-to-write/

Cell phones can be of great use in schools if they are well integrated. They support mobile learning and individual learning. Though guidelines should be set to govern the usage of cell phones in classroom by students because some of them abuse them and use them to cheat exams

wonderful article! Im trying to think of new ways to use smartpones in the school. The use of QRs seems to be interesting.

Glad you found this article helpful. If you're interested in a cool activity integrating smartphones and QR codes, check out this article: http://www.gettingsmart.com/gettingsmart-staging/2013/02/soundcloud-qr-codes-a-gallery-of-students-voices/. Blessings...

Thank you John for a wonderful article. It's amazing what can be truly achieved with creativity, imagination and thinking outside the traditional boundaries. Im referring to your fantastic article in my uni assignment and hope to bring you wonderful ideas to my classrooms in Australia ASAP!

Thanks so much for all this wonderful information. We are piloting BYOD in grades 3rd-8th and these resources are going to a wealth of information for the group. Kim T. Phoenix, AZ

muhammad asif

nice article

Okolie Anthony

I've always tried to make it clear to people and Lecturers that smartphones are of great help to college students. Thanks for sharing this information.

Hi! I am a student in the wonderful state of Virginia and I was wondering if there was any technology SPECIFICALLY designed for smartphones. We have been supplied with Chromebooks and most of these resources you have provided seem to be available on the these horrible laptops. The only one I found that seemed to best fit a cellular device is the Remind app. I use it and it functions wonderfully. But are there any apps that function the best on smart phones and add to the learning environment? Thank you for reading!.

Don Fischer

Wonderful article. There are expectations to use smartphones in rural areas. South Africa has done some policy work to implement UNESCO guidelines for mobile learning. Have you worked with smartphones where the students are geographically separated. How do you provide for them to submit separate assignments, particularly in math and science? What does the small screen size cause you to do?

Carlos Seoane

Extempore is a new app, just released, that enables foreign language teachers to move speaking practice activities from the classroom to their student's phones or tablets. We are based in St. Paul, MN, and we would love for you to try it and let us know what you think!

Smart Class

Thanks for Sharing .. i was wondering Is there any application for mapping Smart class Content !! hope somebody will reply?

Zulfiqar Anees

Students should make positive use of mobile phones. Using mobile phones for educational games and quizzes can help bring your class together.

Smartphones

Great article. We use or have used several of the resources you’ve listed…all good! Students should make positive use of mobile phones.

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Smartphone Essay

500 words essay on smartphone.

Smartphones have become a very important form of communication these days. It is impossible for a rational person to deny the advantages of smartphones as they are devices suitable for a wide variety of tasks. Let us try to understand smartphones along with their benefits with this smartphone essay.

Smartphone Essay

Understanding the Smartphone

A smartphone is a mobile device that facilitates the combination of cellular and mobile computing functions into one single unit. Moreover, smartphones have stronger hardware capabilities and extensive mobile operating systems in comparison to feature phones.

The strong operating systems of smartphones make possible multimedia functionality, wider software, and the internet including web browsing. They also support core phone functions like text messaging and voice calls.

There are a number of metal–oxide–semiconductor (MOS) integrated circuit (IC) chips within a smartphone. Moreover, such chips include various sensors whose leveraging is possible by their software.

The marketing of early smartphones was primarily towards the enterprise market. Furthermore, the attempt of the smartphone manufacturers was to bridge the functionality of standalone personal digital assistant (PDA) devices along with support for cellular telephony. However, the early smartphones had problems of slow analogue cellular network, short battery life, and bulky size.

With the passage of time, experts were able to resolve these issues. Furthermore, this became possible with faster digital mobile data networks, miniaturization of MOS transistors down to sub-micron levels, and exponential scaling. Moreover, the development of more mature software platforms led to enhancement in the capability of smartphones.

Benefits of Smartphone

People can make use of smartphones to access the internet and find out information regarding almost anything. Furthermore, due to the portability of a smartphone, people can access the internet from any location, even while travelling.

Smartphones have greatly increased the rate of work. This is possible because smartphones facilitate a highly efficient and quick form of communication from anywhere. For example, a person can participate in an official business meeting, without wasting time, from the comfort of his home via a live video chat application of a smartphone.

Smartphones can also be of tremendous benefit to students in general. Furthermore, students can quickly resolve any issue related to studies by accessing the internet , using a calculator, reading a pdf file, or contacting a teacher. Most noteworthy, all of this is possible due to the smartphone.

People can get in touch with the larger global community by communicating and sharing their views via social media. Furthermore, this provides a suitable platform to express their views, conduct business with online transactions , or find new people or jobs. One can do all that from anywhere, thanks to the smartphone.

These were just a few benefits of smartphones. Overall, the total benefits of a smartphone are just too many to enumerate here. Most importantly, smartphones have made our lives more efficient as well as comfortable.

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Conclusion of Smartphone Essay

Smartphones have proven to be a revolution for human society. Furthermore, they have made the whole world united like never before. In spite of its demerits, there is no doubt that the smartphone is a tremendous blessing to mankind and it will continue to play a major role in its development.

FAQs For Smartphone Essay

Question 1: How is a smartphone different from a feature phone?

Answer 1: Smartphones have stronger hardware capabilities and extensive mobile operating systems when compared to feature phones. Furthermore, the smartphone can perform almost all computing functions that a feature phone can’t. The internet and camera capabilities of a feature phone are nowhere near as powerful as that of a smartphone.

Question 2: What is meant by a smartphone?

Answer 2: A smartphone refers to a handheld electronic device that facilitates a connection to a cellular network. Furthermore, smartphones let people access the internet, make phone calls, send text messages, along with a wide variety of functions that one can perform on a pc or a laptop. Overall, it is a fully functioning miniaturized computer.

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Essay on Mobile Phone for Students [100, 150, 250, 400 Words]

Essay on Mobile Phone: Mobile Phone is a wonderful gift of science. In this article, you are going to learn to write an essay on Mobile Phone in English (100, 150, 250 and 400 Words). So, let’s get started.

Table of Contents

Essay on Mobile Phone: 100 Words

The mobile phone is one of the greatest gifts of modern science. It is also called cell phone or smart phone. It is a great medium of communication. In earlier times mobile phones were used only for communication. But now-a-days a mobile phone is used as an entertainment device. We can use it for watching videos, listening to music, capturing pictures, web browsing, calculating, navigating and many more purposes.

The mobile phone has many advantages but we should use it in moderation. Excessive use of mobile phones can affect our physical and mental health. Students often misuse it and their study is affected badly. We should use our mobile phones very wisely.

Mobile Phone Essay: 150 Words

The mobile phone is a miracle of science. From a minor student to an ordinary Worker, everyone possesses a cell phone. Indeed, this is a very popular item today. It is truly, a mark of modern living, a part of the modern life-style. Of course, its usefulness is undeniable. Now a man can have communication anywhere, anytime to anyone sitting thousands of kilometers from him.

Today it is not only a communication device. It can be used for a number of purposes like online ticket booking, navigation, playing video games, taking pictures, recording videos, web browsing, video calling etc. In fact, now we use mobile phone for taking online classes. Hence it is called a Smart Phone. At the same time, the excessive craze for this is not desirable and may even prove dangerous. Mobile phone is to be taken as an utility service, and not as a show-piece.

Also Read: Paragraph on Computer in English

Essay on Mobile Phone: 250 Words

A mobile phone or cell phone is a hand-held portable radiophone that uses the cellular or satellite network for voice or data communication. Unlike landline phones, which are fixed, mobile phones can be easily carried, and one can contact a person anywhere whether at home, on the bus, in street, or in a meeting. Apart from talking, it can be used for sending SMS, e-mail and for taking photos and videos.

High-end mobiles act as mini computers, offering services like internet, diary, music, iPod, calculator, alarm clock, etc. It is extremely useful in emergencies. But there is a tendency to abuse it. To many, it is an Addiction rather than a necessity. A cell phone ringing in an auditorium is most annoying. Using a mobile phone while driving a car or a motorbike and crossing a road or a railway track had led to many accidents.

Teleshopping is a great nuisance. Privacy is often violated, as most mobile users are unaware that they could be photographed or tracked. Terrorists use this gadget to trigger bombs and achieve their ends. Mobiles can also cause health hazards. The radiations from mobiles may cause injury to the brain. Cellphones on vibration mode put in front pocket may damage the heartbeat system. With all its advantages, what is, therefore, needed is moderation in the use of mobile phones.

Also Read: Essay on Television in English

Essay on Mobile Phones: 400 Words

When telephone was first introduced in the world in the 1950s, people were keenly interested in it. As an easier way of communication, telephone has its own merit. Of late, the introduction of mobiles makes an easy access to communication. It is in fact inevitable in the present day of hurry and business. People have warmly accepted mobiles as the blessing of science. There is little doubt that without the use of mobiles none is nowadays able to lead one’s life quite normally. One is capable of communicating with people, staying far away very quickly. Thus many a problem can be well- solved by way of using these mobiles.

But everything has its merit and demerit. As science is a bane as well as a boon, mobiles are to some extent to be cursed. People, especially the young generation, have been abusing mobiles. They not only chat in an unexpected way but also indulge themselves in leading immoral life by abusing mobiles. Apart from this, several mercenary companies exploit the advantage of mobiles to meet their selfish ends. They do business through mobiles. As a result, young people have been misguided. To use mobiles is for them to be up to date. They avail themselves of the opportunity of the internet connection in their mobiles and do whatever they like to do. Obscene video clippings and some other versions of immoral entertainment are now available in mobiles. Therefore, the students have now tremendous fascination for the mobiles. Consequently, instead of studying, concentrate on using mobiles for sheer fun.

Another demerit is that because of the excessive use of the mobiles different companies plunge themselves into doing profitable business. Consequently, numerous towers have been erected for the network of mobiles. It is well known that a particular wave which is responsible for the mobile network does harm to the ecological balance of the environment. It is evident in the pale colors of the trees and fruits adjacent to the mobile towers.

Thus, it is the time to be conscious of the abuse of the mobiles. The concerned authority should take immediate steps to stop immoral business which is proliferating in abusing mobiles. All should remember that the sole purpose of mobile is to communicate. Entertainment may be available in the network of mobiles. But there should be no immoral design. Above all, the government should restrict the use of mobiles, so much so that anti-social activities may not be done through mobiles.

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Apj abdul kalam essay in english | 100, 200, 300, 500 words, blood donation essay in english | 150, 200, 300 words, my mother essay in english 10 lines [5 sets], essay on mother teresa in english for students [300 words], 3 thoughts on “essay on mobile phone for students [100, 150, 250, 400 words]”.

I really enjoyed reading your blog post on the benefits of using a mobile phone for students. I think it is a great idea to have students use mobile phones to stay connected and organized. I also think it is important for students to be

I really like your thinking on Mobile phones thanks

Alot of good information on this blog, thanks!

34 Smart Ideas For Using Smartphones In The Classroom

Here is a new list of 36 additional ideas to help leverage the power of these smartphones in the classroom.

What Are The Best Ideas For Using Smartphones In The Classroom?

34 Ways Ideas For Smartphones In The Classroom By Category by John Hardison first appeared on gettingsmart.com

In continuation of last week’s article, Part 1: 44 Better Ways to Use Smartphones in Class , here is a new list of thirty-six additional ideas to help leverage the power of these tech gadgets in the learning environment. In this blog post, I have attempted to avoid any redundancies. Please join me in helping educators everywhere creatively use smartphones by contributing any overlooked uses and supportive responses via this survey .

To Collaborate

1. Have students collaborate with their off-campus peers by exchanging phone numbers. This may sound far-fetched, but the organization is easy to set up. Through teacher communication, an explanatory permission letter, and a shared Google form/spreadsheet, appropriate information from many students could be distributed. Imagine, for example, three different classes from three different schools collaborating on a shared project.

2. Use the Skype smartphone app to accomplish the same task mentioned above. I am blessed to be in a school with a strong wi-fi setup. Obviously, you will want to check on the availability and coverage of wi-fi in your school.

3. Embrace the power of augmented reality with apps like Planet Finder to make a lesson plan more realistic. Imagine thirty in-class students pointing their smartphones towards the sky to reveal the actual location of Jupiter, Mars, or Saturn.

4. Use Junaio on a field trip to continually research and access information on-the-go. This app uses augmented reality to “float” informational bubbles in the direction of the host area. Although it is often used by shoppers and social media fans, Junaio is well worth the time spent investigating its potential educational value.

5. Participate in an on-campus scavenger hunt to locate QR codes that link to assignments via the teacher’s pre-made YouTube videos or other websites. This active lesson can be as intricate as time allows. However, teachers should not take on all the stress of creating the QR code-based mega-lesson. Students can create QR codes directly from their smartphones. Apps like Qrafter and Redlaser can help with creating and viewing quick response codes.

To Communicate

6. Have P.E. students/athletes post workout data by using a Google form /spreadsheet. Instead of the old school format of a wall poster where students pencil in their workout maxes, P.E. teachers and coaches can ask students and players to quickly post their athletic progress directly from their smartphones.

This method encourages educators to abandon the time-consuming and inefficient task of periodically calculating the data. Instead, educators can simply input a formula and share the spreadsheets online and/or print them out and make visible on classroom walls. Students will also have the freedom to continue their workouts and training outside the classroom without having to remember to record their scores upon return to school. They can take care of inputting the data immediately after performing the task.

7. Athletic coaches can also integrate powerful apps like Cyclemeter , Heart Rate Monitor by Azumio , and iMapMyRide with modern workout accessories like heart-rate monitors to create powerful and accurate data. Just imagine how this on-going data collection could be integrated into science, math, language arts, and even history lessons. You could even ask an art student to illustrate the growth of an athlete in a symbolic drawing or painting, while inviting a “Music Theory” student to create an instrumental song that accurately depicts the same student’s triumphant transformation.

8. Generate interest in a lesson by asking students to peruse new movie trailers and identify correlations between the storylines and the assigned standards. Flixter works perfectly for this assignment. Extend lessons by having students listen to related podcasts.

9. Not enough cameras to go around when recording original movie trailers and mini-movies? No worries. Allow students to use the powerful iMovie app to produce polished videos. On a personal note, I see this so often with my 13-year-old son who routinely turns a slow, laid-back Sunday afternoon with his friends and cousins into a collaborative movie-making expedition with a create-on-the-go script, multiple camera angles, and an accompanying soundtrack. With this app, students can elevate any lesson plan by creating an interesting movie trailer.

10. Use action movie and Extras4iMovie apps to bolster and add special effects to any video. Would you want students dodging a runaway car during class to make an effective mini-movie? With a few swipes of the thumb, the same special effect can be added with these way-too-easy apps.

11. Rig a smartphone or iPod to any tripod to avoid recording “floating” scenes.

12. Lean on Videolicious and Vidify apps to create less-tedious, short films.

13. Use apps like Mouth Off , Zippo Lighter , Lightsaber , and Rimshot for visual props and to liven up any in-class skit or presentation.

14. Upload audio, video, pictures and text to a polished online, multimedia presentation using the Capzles app.

15. Create an instant song with Songify . Have no singing or rapping talent? No worries. Just speak into the app and let it work all the magic.

16. For the more serious musicians, use SoundCloud to record original sounds, songs, and podcasts to share with the world.

17. Take an a cappella recording to newer heights by producing original tracks with Easy Beats and other beat-maker apps.

18. Assign students certain topics and allow them to create boards of informational pictures via Pinterest . These Pinterest boards of images, information, and links can be shared with the entire class as additional resources to kick-start any unit.

19. Take beautifully edited pictures and share with anyone through Instagram .

20. Have students create an informative collage of pictures that address a particular area of concentration. These collages can then be printed and posted around the classroom for yearlong references. PicCollage makes this way too easy.

21. Capture symbolic photographs of lessons studied and send with textual citations to Posterous for viewing by the entire class.

22. Leverage the power of Juxtapose to “photoshop” or transpose pictures.

23. Declare everything as a potential note by setting classes up from day one with Evernote . By sharing “notebooks” as a class, students are able to treat anything as a potential note. Whether a picture or text, students continually add to the shared documents that are accessible from anywhere.

24. Have teams document their progress with large, collaborative projects with Pinterest , ImageFave , Instagram , Twitter , or Facebook .

25. Make a geometry lesson real by photographing examples of various angles and theorems on campus.

26. Add audio and explanations to pictures and invite comments with Audioboo . Think of it as the speaking version of Twitter. This app would be excellent for interviewing, reporting, documenting, etc.

27. Write an original poem with symbolic pictures using Visual Poet . This app could be very effective during a campus walk designed to take pictures of nature while linking those images with original poetry to reflect a particular genre, such as Romanticism.

28. Bring out the inner artists within all students by allowing them to represent their understanding with drawings. Check out the Draw Something Free app. Create and share podcasts with Audioboo or other voice recording apps.

To Curate/Coordinate

29. Take a Google Literature Trip in Google Earth.

30. Explore the world directly from students’ desks with Google Earth .

31. Take pictures of on-screen notes and use Evernote to write directly on those pictures.

32. Diffuse students’ indecision by encouraging the use of simple selection apps like Dice .

33. Check stocks in Economics class with the touch of an app.

34. Read available PDFs directly from smartphone when not enough books exist or when you have already reached your copying maximum. Here is a PDF file that would be very handy for my American Literature class: The Red Badge of Courage .

Still not convinced? Check out this parody of Snoop Dogg and Wiz Khalifa’s “Young, Wild and Free” that illustrates how these awesome tech gadgets are revolutionizing the classroom. Written by my friend and colleague, Dave Guymon, and me, it is appropriately titled “Smart, Sleek and Me.” As with the smartphones-in-the-class issue, we wanted to take a negative and turn it in to a positive. I hope you enjoy.

Image attribution flickr user davelawler

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Ten ways your smartphone can help you learn.

The invention and popularity of smartphones have dramatically changed the way people communicate and gain information.

With a single device, you can Google a random question you have, text your classmate about the assignment you missed and call your spouse that you’d like to take them out for dinner. But the purpose of a phone has incorporated so much more than just the ability to call someone while connected to a cord.

While the youth of today may not be able to remember a time where there were no cell phones, others have had to learn and adapt to using a smartphone and all its many functions and capabilities. And with the increasing dedication to technology and innovation, it seems that there’s something new you can learn every day.

In addition to helping you communicate, smartphones can also be very useful tools in continuing your education. They may even offer opportunities to learn in ways you may not expect. Since chances are, you probably almost always have your phone with you, you’ll have an opportunity to learn no matter where you are. An article from GoConqr by Andrea Leyden shares some great ideas on how to use your phone to help you in the classroom.

Here, we share 10 ways that your smartphone can help you learn so you can be better equipped to pursue your goals.

1. Stay Connected to Your Assignments

With the power of the internet, you’re able to stay connected to your learning management system whenever you have access.

For example, Cornerstone University uses Moodle where you can find all your assignments, resources and discussion forums. And, since Moodle is optimized to be mobile-friendly, you can access the resources you need when you need them, whether on a laptop or simply on your smartphone.

2. Record Lectures

Do you have a difficult time keeping track of your notes and fully paying attention to the professor at the same time during class? This is where your smartphone’s recording functionality can come in handy.

Using your smartphone, you can record the lecture or discussion for you to listen to later if needed. By having it recorded, you can be sure you don’t miss any details.

Be sure to ask the professor before your class if it’s okay to record the class discussions.

3. Use Notetaking Apps

Make a new folder aside from your Facebook, Bible and Solitaire apps and get some productivity-focused apps. There are numerous apps designed to help you stay organized and keep your notes in a convenient and safe location. Apps like Google Drive , Evernote and Dropbox help store your important files on your phone so you can access them whenever and wherever you are.

Better yet, these apps can also coordinate with your work on your computer. You won’t have to remember if you completed work on your phone or computer because your work will be in both locations.

Smartphones allow the opportunity to match learning with trends in culture. Here’s what Ray Kurzweil said about the influence of mobile learning: “Technology is enabling our need to be mobile. We want to ensure that learning matches our lifestyle.”

With an increasing focus on being mobile—accessing what we need from wherever and whenever—the way we learn is also affected.

4. Listen to Podcasts

With the opportunities of smartphones, the opportunities to convey information are numerous. Podcasts are becoming highly popular in sharing ideas, information and stories to interest and inform others.

You can find podcasts on practically any topic. From business to health to technology to science and so much more, there’s sure to be a podcast that you can both enjoy listening to and learn from.

5. Use Video to Record Presentations

Especially in online programs, you may need to record yourself doing a presentation for an assignment. But what if you don’t have a camera on your computer or it stops working somehow?

Good thing your smartphone has a video function.

With your smartphone, you can record quality video quickly and easily and submit your video presentation in no time.

6. Keep Track of Your Calendar

While a sturdy paper calendar has its benefits, keeping your calendar on your phone allows you to always be aware of upcoming assignments, appointments, meetings and other events. Knowing what you have coming up can help you prepare for what’s next so you don’t fall behind.

With your smartphone’s calendar, you can also set reminders for yourself to ensure you don’t miss a thing.

7. Read Your Books

If you get your books electronically, you can easily take your reading with you wherever you go. With the Kindle or other eBook apps, you can catch up or get ahead on your reading for class or just read a book for fun .

If you still prefer the traditional printed textbook, you can still use a combination of both printed and ebook varieties to suit your preferences. Audiobooks have also greatly grown in popularity.

According to a study by Pew Research , almost one out of five Americans listen to audiobooks. While this study also shows that traditional printed books are still the most widely read, it also notes that there is increasing diversity in the medium used in reading (or listening to) books.

8. Get Your Research Questions Answered

When you can’t make it to the library for a research project, you can still connect with a librarian for help. At Cornerstone, you have access to chat with a librarian via email, phone or text. With just a few taps of your finger on your smartphone, you can get your questions answered and get on your way to writing an excellent research assignment.

Even if you’re wondering about a random fact or detail you just have to know, a search engine is just a question away.

Tony Bingham said that “mobile sets learning free, and we can now learn virtually anything, anywhere and anytime—and that’s amazing.”

The ability to learn what we want when we want is truly amazing.

9. Set a Timer

Do you have trouble staying focused on an assignment, whether it be for work, school or home? Your smartphone can help you stay on task by using the stopwatch feature. Set a timer for a duration where you’ll stay committed to working on one single task. When the timer goes off, you can take a break or switch to something else. With a timer, you can work hard and know that you’ll get relief when that alarm goes off.

10. Contact Your Professor

Whether you have a question on an assignment or will be missing a night of class, there are times where you’ll need to connect with your professor at the earliest convenience. In such cases, a smartphone comes in handy as one of its main functions is for communication! Depending on your professor’s preferences, you can call, email or text him or her when you need help with something. At Cornerstone, our team of faculty is committed to assisting you and being available to you so that you can succeed.

A Smartphone for So Much More

Yes, a smartphone is great for calling your family when you’re running late. It’s useful for texting your teenager to remind them to finish their homework.

And a smartphone can also help you practice being a lifelong learner by assisting you in your work, assignments and enhancing communication. See what practices you can start today to use your smartphone for more than intense games of Solitaire.

With degree programs available fully online, you can engage in curriculum from your smartphone, tablet or laptop as well. Discover a program format that meets you where you are.

Learn more about our adult programs

Learn more about our graduate programs

Ellie Walburg

Ellie Walburg (B.S.’17, M.B.A.’20) serves as the admissions communications coordinator for Cornerstone University’s Professional & Graduate Studies division.

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What Role Should Smartphones Play in Education?

Examine data from students about smartphone usage and consider how this affects the place of smartphones inside and outside the physical classroom space.

In a previous post, I advocated for taking a “mobile-first” approach to course design , offering 10 teaching practices that benefit students accessing your course from mobile devices.

In this post, I want to take a step back and ask a broader question about mobile devices in teaching and learning: What role should smartphones play in our courses?

Let’s break this question down into two parts: Outside the Classroom and Inside the Classroom.

What role should smartphones play outside the physical classroom space?

I’ll start here, because evidence is clear that students are using mobile devices to access course content. Educause has been conducting student surveys about mobile devices in learning for more than a decade, and their recent findings are stark .

91% of students say that they regularly access the Canvas mobile app, and 81% use their smartphone at least once a week for learning activities. The #1 reason students cite for using mobile devices is to make it “easier to access coursework” (77%).

In other words, students will be using the mobile version of your course site – to access homework, find readings, check their schedule, take quizzes, and more. This is why I encourage all faculty to think about the mobile design of their courses, such as considering the teaching practices I outlined in that article about mobile-first course design .

It’s important to recognize, though, that students generally use mobile devices as secondary screens when completing coursework. This can range from checking assignment requirements to searching for term definitions to verifying a due date. As the authors of the Educause report say, “students are content with small tasks via mobile rather than large ones.”

Ease of access being the #1 reason for using mobile devices for learning also points to a key consideration: How can you help students fit their education into their lives? Smartphones can help students learn in situations where they can’t sit down at a desk and open a laptop. Whether it’s offering audio recordings of readings or splitting essay questions into a separate quiz, reflect on how you can enable students who are “on the go” to complete coursework directly on their phone.

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What role should smartphones play inside the physical classroom space .

This is where things get a lot more complicated. Most research into smartphone use in classrooms focuses on test scores. Unsurprisingly, most research has found off-task use of cellphones to result in worse recall and test performance. For example, Kuznekoff & Titsworth (2013) found that students who did not use their phone “wrote down 62% more information in their notes, took more detailed notes, were able to recall more detailed information from the lecture, and scored a full letter grade and a half higher on a multiple choice test than” students who did.

However, test scores are not the only metric of learning, and few studies have investigated the effects of cellphones in class beyond test scores. Studies in on-task use of cellphones are similarly sparse.

It’s important, then, to consider not just if you should use smartphones in the classroom but how you use smartphones in the classroom.

I have long been against cellphone bans in the classroom on several grounds, especially concerns for equity of access (low-income students may only have cellphones for learning devices) and my stance that teaching should not be about policing. However, I fully understand why roughly half of the faculty Educause surveyed had instituted a cellphone ban.

What’s striking to me, though, is how students feel about mobile devices in the classroom. When asked if they wanted instructors to “ask students to use mobile apps or devices in coursework,” only 36% of students said yes (down from 42% in 2018). 34% of students said no, while 31% said not sure. Students are generally ambivalent about using mobile devices more in the classroom.

The authors of the Educause report speculate that the drop in “yes” answers could be due to burnout: “they don’t want another screen to work on.” They also speculate the proliferation of mobile apps during the remote learning of the pandemic may have caused students to struggle with some advanced features and essentially sour on mobile learning.

Whatever the reason for student ambivalence, it’s clear that mobile devices aren’t an unambiguous good when used inside the classroom setting. Whether you prohibit mobile devices, ban them, or adopt a laissez-faire attitude, I recommend doing so with intention and purpose so that students know why they are being asked to engage (or not engage) with their cellphones.

What does all this mean for me?

My goal with this post was not to give you clear-cut answers about mobile devices in the classroom. In fact, it’s quite possible I’ve only muddied the waters for you.

What I do hope is clear, though, is that efforts to make course sites (especially Canvas) more mobile-friendly are incredibly impactful and important. Students will use their phones to access your Canvas site, and it’s worth your time to consider how that use interacts with the design of your course.

If you’re looking for a primer on mobile design of course sites, I highly recommend checking out the previous article, “Toward Mobile-First Teaching Practices.” It can get you started with some practical tips to make your course site easy to access on a smartphone.

How do you use mobile devices in your courses? We’d love to hear from you in the comments.

Chen, Baiyun, Aimee Denoyelles, Tim Brown, and Ryan Seilhamer. “The Evolving Landscape of Students’ Mobile Learning Practices in Higher Education.” EDUCAUSE Review, January 25, 2023. https://er.educause.edu/articles/2023/1/the-evolving-landscape-of-students-mobile-learning-practices-in-higher-education .

Kuznekoff, Jeffrey H., and Scott Titsworth. “The Impact of Mobile Phone Usage on Student Learning.” Communication Education 62 , no. 3 (2013): 233-252. https://doi.org/10.1080/03634523.2013.767917 .

Eva joined the Division of Online and Strategic Learning in 2021. Previously, she taught professional writing courses in the English Department, including graphic design and web development. She launched Jacket Copy Creative (now known as Compass Creative), an immersive learning course in which students helped market the English Department (and now the entire College of Sciences and Humanities). She also served as a director of advertising at a social media advertising agency in Muncie. Her interests include UDL, digital accessibility, and design. She’s often busy “hacking” Canvas to do cool things.

‘Students Are Using Mobile Even If You Aren’t’

By Mark Lieberman

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Two years ago, four instructional designers in the University of California System decided to undertake a research project on “mobile learning.” Their first order of business: figure out what that is.

“It’s just so new that the researchers who have been trying to define it have found it so dynamic,” said Mindy Colin, an instructional consultant at the University of California, Santa Barbara .

They eventually settled on a definition from Educause : "Using portable computing devices (such as iPads, laptops, tablet PCs, PDAs and smartphones) with wireless networks enables mobility and mobile variation related to instructional approaches, disciplines, learning goals and technological tools." But they still struggled to define for themselves the parameters of their investigation.

One professor they interviewed helped them accept the ambiguity of their research subject. His students use iPads in the classroom because, unlike computers, they allow students to interact while working on assignments without a bulky desktop or laptop screen blocking their view of those around them. “He used this device not necessarily for the mobility,” said Margaret Merrill, instructional design consultant and educational technologist at the University of California, Davis , but because it’s “less disruptive to the look and feel of the classroom.”

This anecdote underscored for them that mobile learning means different things to different groups across higher education. Some instructors ask students to answer poll questions during face-to-face class sessions. Social media platforms like Twitter and Facebook can serve as hubs of information and dialogue among students and instructors. Smartphones and tablets can also be used as platforms for creating projects integral to the learning objectives of a course -- graphic design on an iPad or journalistic interviews on a smartphone recorder.

Continue the Conversation

What's your definition of mobile learning? Do smartphones and tablets help or hurt teaching? Share your thoughts in our comments section below.

Professors and administrators at recent conferences report that some students write entire essays on their smartphones or complete homework assignments on the bus commute to campus. Increasingly, students expect course materials to be accessible to them on their mobile devices just as they would be on a laptop.

Beyond its function as a classroom tool, mobile technology is the primary conduit for some students' learning experiences. Broad data on the different permutations of mobile learning are hard to come by. In a 2018 survey by Learning House and Aslanian Market Research of 1,500 exclusively online students, nearly 80 percent said they complete some, if not all, of their course work using a mobile device. More than half of respondents said they access course readings and communicate with professors from their smartphones, and more than 40 percent said they conduct research for reports and access the learning management system on mobile devices.

Meanwhile, a 2017 Educause survey on face-to-face experiences paints a different picture: 70 percent of nearly 44,000 students reported that instructors banned or discouraged the use of smartphones in the classroom -- but more than a third of respondents did report using smartphones in the classroom "to make other connections with the material."

“Students are using mobile even if you aren’t,” said Ryan Seilhamer, program director of mobile strategy and innovation at the University of Central Florida. “It’s something you should be at least aware of.”

This new paradigm of teaching and learning also raises plenty of challenges new and old, from developing robust technology infrastructure to supporting skeptical faculty members, ensuring accessibility for all students and keeping up with the increasingly rapid pace of technological advancement.

It’s enough to make some professors skeptical or dismissive of digital technology, banning it from their classroom or at least frowning upon students using it. Proponents of mobile learning, like Meghan Sullivan, a professor of philosophy at the University of Notre Dame , don’t see much value in retrenchment.

“Finding ways to meet [students] halfway, using what feels normal for them and feels exciting can make your teaching that much more effective, rather than sticking your head in the sand,” Sullivan said.

Growing Interest in Tracking

Since becoming an instructional designer at UCF, Seilhamer has been paying close attention to students’ relationships to mobile devices. On the strength of his work developing the university’s mobile app, Seilhamer in 2017 was promoted to a new position overseeing the university’s mobile strategy. Few other universities in the country have someone in this role.

Seilhamer’s Tips for Mobile-Friendly Courses

Use LMS tools
Keep file sizes small
Inform students if a piece of content won’t be available on mobile
Include sample videos

A 2013 survey of 1,000 students at the university found that only four didn’t own smartphones, according to Seilhamer. In many cases, the survey found, students were more inclined to pay for a data plan and a smartphone than to invest in a laptop.

Seilhamer helps design mobile-friendly learning experiences and encourages instructors to adopt practices like “content chunking” that work for students in that format. According to Seilhamer’s research , students spend an average of five minutes continuously logged in to Canvas on their phones, compared with 14 minutes on laptops.

“If an assignment doesn’t work for 10 percent of the students, that’s a big headache,” Seilhamer said.

Students remain reluctant to take quizzes and exams on smartphones because they’re concerned about losing access in the middle, Seilhamer said. But 20 percent of institutionwide Canvas traffic from students comes via smartphones. When developing course strategies with instructors, he often asks, “Is this how you want to be represented to 20 percent of your students?”

For courses that involve providing students with mobile devices, cost and resources can be prohibitive, according to the University of California research team.

Six years ago, Shahra Meshkaty, senior director of Academic Technology Services at the University of San Diego, forged a partnership with Apple that brought 50 iPads to the institution. Each semester, Meshkaty solicits proposals from faculty members who want to use them in their classrooms. Even now, with the institution’s iPad stock up to 200, demand always exceeds supply, Meshkaty said.

“The potential for creativity, we’re now touching the tip of it,” Meshkaty said.

An instructor who incorporates digital tools into teaching has to be prepared to change the activities in subsequent semesters, as technology loses its novelty and in some cases gets outmoded by new inventions.

A few years ago, Jenny Wakefield, an instructional designer and adjunct professor of learning technologies in the Dallas County Community College District, started using the PollEverywhere tool in her classroom, offering multiple-choice questions and posting the results to keep students engaged. But once the novelty of using the tool wore off, Wakefield realized she needed to try harder. In future classes, she split students into group and had them compete.

“I didn’t like the idea that they were just sitting in their seats,” Wakefield said.

For campus-based experiences, building a Wi-Fi network with enough capacity to support an expanding number of devices per student and per classroom can be a costly and time-consuming investment.

Meshkaty said the information technology team at her institution had to overcome numerous troubleshooting and network issues to project students' mobile device screens on a classroom Apple TV screen.

"There were challenges to start out with the deployment," Meshkaty said. "It was frustrating in the beginning, but we worked around it." The increasing interest in mobile from the tech team has facilitated more interest among faculty members in mobile tools, she said.

Administrators and instructors in the California system also encounter difficulty at times keeping track of classroom devices provided by the university.

Opportunities

At best, mobile technology can facilitate broader improvements to learning experiences. At Notre Dame, Sullivan revamped a general education Introduction to Philosophy lecture course, which used to be geared toward philosophy majors even though few students in the course planned to pursue philosophy afterward.

Instead of subjecting students to “14 weeks going through the intellectual history of Europe,” Sullivan wanted to emphasize the importance of leading an ethical life and the social value of philosophical inquiry. Digital tools played several key roles in making that shift.

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The Impact of Smartphone Use on Course Comprehension and Psychological Well-Being in the College Classroom

Melissa huey.

1 New York Institute of Technology, New York City Campus, 16 West 61St Street, New York, NY 10023 USA

David Giguere

2 California State University – Sacramento, 6000 J Street, Sacramento, CA 95819 USA

The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Students in four classes ( N = 106) were assigned to either a control group or quasi-experimental group. Students in the quasi-experimental group were instructed to place their smartphones on the front desk upon entering the class, while the control group had no instructions regarding smartphone use. Students filled out a brief survey about their course comprehension and psychological state (anxiety and mindfulness) during class. Results indicated that students whose smartphones were physically removed during class had higher levels of course comprehension, lower levels of anxiety, and higher levels of mindfulness than the control group. This study gives a comprehensive picture of the impact of smartphone use on students’ psychological well-being in the classroom. The findings can aide educators in curriculum design that reduces technology use in order to improve the student learning experience.

The smartphone has become an integral part of society, including our educational and professional lives. Smartphone use is highest amongst people aged 18–29, and therefore is highly represented in the University setting. Statistics show that 97% of students own a smartphone (Pew Research Center, 2021 ), and 95% of students bring that smartphone to class (Tindell & Bohlander, 2012 ). Given the frequency of smartphone use in the college student population, it is not surprising ample research has investigated smartphone use in the University setting – both inside and outside the classroom. There is a large body of literature that looks at smartphone use and academic performance. Smartphone is associated with lower GPA’s, both in self-reports (Ibrahim et al., 2018 ; Katz & Lambert, 2016 ; Kim et al., 2019 ), and actual GPA (Hawi & Samaha, 2017 ). Research has also found that smartphone use is associated with poor sleep quantity (Demirci et al., 2015 ), life satisfaction (Lachmann et al., 2018 ), and anxiety, loneliness, and depression (Boumosleh & Jaalouk, 2017 ) in college students.

Within the classroom, smartphones can often be a cause of distraction, as students use the phone during class to check social media (Gupta & Irwin, 2016 ), multi-task (Sana et al., 2013 ), or contact friends (Tindell & Bohlander, 2012 ). These activities deflect from instruction, and impede student learning. Although a substantial body of research has found that cell phone use in the classroom is associated with lower academic achievement (e.g. Amez & Baert, 2020 ), fewer studies have examined the effects of cell phone use on students’ psychological well-being in the classroom setting, and even fewer have examined the impact of cell phone use using a quasi-experimental paradigm. The present study aims to further explore the impact that the smartphone has on course comprehension, and expand the research by investigating how smartphone use in the classroom impacts the psychological well-being of students during class.

Research on smartphones in the classroom is mixed, and primarily focuses on academic performance. On one hand, when used properly, smartphones are associated with better academic performance. The convenience of the smartphone allows students to access the internet anywhere, letting them connect with information, assignments, and e-mails related to school almost instantly (Lepp et al., 2014 ). Also, social networking sites and online applications contribute to easy communication amongst students and the professor, which allows for seamless collaboration (Chen & Ji, 2015 ). Some research has found that the more students engage in course-related activities on their phone, the more likely they are to seek out additional information to comprehend the material (Rashid & Asghar, 2016 ).

On the other hand, the smartphone is often a distraction for students, which takes away from the classroom experience and retention of information. The smartphone can serve as a source of entertainment for students, rather than a working instrument. It has been found to draw students’ attention away from study time and time spent on homework and assignments (Junco & Cotton, 2012 ), ultimately taking away from the learning experience. Given this information, it is not surprising that smartphone use is associated with lower self-reported (Ibrahim et al., 2018 ; Katz & Lambert, 2016 ; Kim et al., 2019 ), and actual GPA (Hawi & Samaha, 2017 ; see Amez and Baert ( 2020 ) for full literature review).

There is ample research on the smartphones’ impact on academic performance, but less is known about its potential impact on course-related psychological well-being. Anxiety is particularly problematic among college students, as it often impedes the learning experience (Mazzone et al., 2007 ). 60.8% of college students report feeling overwhelming amounts of anxiety last year alone (American College Health Association, 2022 ).

In general, research has found a negative correlation between smartphone use and psychological well-being, specifically in anxiety and depression (e.g. Demirci et al., 2012). While the majority of this research have examined smartphone use and overall levels psychological well-being, some studies have examined this relationship in the classroom setting. Again, the literature has found a negative relationship (e.g. Boumosleh & Jaalouk, 2017 ) Two, not mutually exclusive, explanations for this relationship have been suggested. One, the barrage of alerts on our phone and constant streams of information creates feelings of anxiousness, and distraction from the lecture (Al-Furaih & Al-Awidi, 2021 ). Two, smartphones in the class can create anxiety due to FOMO, or fear of missing out (e.g. Yildirim & Correia, 2015 ), as students notice other things going on amongst friends while they are in-class. Given these distractions, removing the smartphone from the classroom experience will likely reduce student anxiety (Stankovic et al., 2021 ).

Research has also found that mindfulness – defined as the quality or state of being conscious or aware of present surroundings—can significantly reduce anxiety (Hoffman et al., 2010 ). This is particularly true in the classroom. Mindfulness during lectures has been found to be associated with better grades (Caballero et al., 2019 ), and better overall psychological health while learning (Mahfouz et al., 2018 ). With the distraction of the smartphone, it is likely that smartphone use reduces students’ mindfulness during lectures, inhibiting the learning experience and increasing anxiety.

Due to the conflicting research on the effects of smartphone use in the classroom, the current study seeks to clarify and expand the impact of academic achievement by investigating the effects of smartphone use on course comprehension using a quasi-experimental procedure. In addition, we hope to explore the effects of smartphone use on psychological well-being – operationally defined as classroom anxiety and mindfulness. In the present study, students were assigned to either a quasi-experimental group, where students were instructed to leave their smartphone on the windowsill / desk of the instructor as they entered the class – ensuring a physical distance from their phone – or a control group, where they received no instructions on smartphone use. Students then completed a survey to measure levels of course comprehension and psychological well-being based on these conditions. The present study tested three hypotheses:

H1: Based on previous research, students who were physically distanced from their cell phones would be less distracted, and therefore have significantly higher rates of course comprehension then students in the control group.
H2: Students who were physically distanced from their cell phones would be less distracted and more engaged in the lecture, therefore having lower levels of anxiety then students in the control group.
H3: Students who were physically distanced from their cell phones would be less distracted, and therefore have significantly higher rates of mindfulness then students in the control group.

Participants

Participants were undergraduate students at the [BLINDED], a primarily undergraduate institution in New York City. Four content courses in the Behavioral Sciences Department were selected for participation in the study in Spring 2020. The courses included were Introduction to Sociology ( n = 54), Dynamics of Violence ( n = 18), Educational Psychology ( n = 21), and Health Psychology ( n = 15). There were 36 participants (33%) in the quasi-experimental group, and 72 in the control group (67%).

The participants ( N = 108) included 59 females (55%) and 49 males (45%). Of this total, 44 were Asian American (41%), 32 identified as White / Caucasian (30% ), 11 identified as Latinx or Hispanic (10%), 11 identified as Black / African American (10%), and 10 were unidentified (10%). Students ranged in age from 18 to 47 ( M = 20.2, SD = 3.6 ). Ethical approval was granted by [BLINDED] Review Board (Protocol number: ESB 1520).

Of the four behavioral science courses, two courses – Introductory Sociology and Dynamics of Violence – were treated as controls. Students in these courses did not receive any instructions or specific restrictions on their smartphone use. Educational Psychology and Health Psychology were assigned as the quasi-experimental condition. At the beginning of class each day, students were instructed to place their phones on a desk at the front of the classroom before the lecture was given. The phones could not be physically on them or accessed throughout the duration of the course. In the beginning of March 2020 – after six weeks of in-person participation in the course—all students completed a self-report survey that measured their course comprehension, mindfulness, and anxiety throughout the course.

Instruments

Course comprehension.

A 10-item questionnaire was created, which specifically assessed how engaged the student felt in the course material during the course. Sample items included, “I feel confident in my knowledge of the course material,” or “It is clear to me what concepts I do not understand after the lecture.” Questions ranged on a scale from “1” – strongly disagree – to “5” – strongly agree . The items were averaged and reliability was very good (α = 0.86). A reliability analysis was conducted, and was best when all 10 items were included in the scale. In addition, a principal component analysis was conducted to investigate construct validity. All ten items had eigenvalues over Kaiser’s criterion of 1 and the cumulative variance explained was 50.08%. See Appendix 1 for questions.

A 7-item questionnaire was created, which specifically assessed students’ anxiety during class. Sample items included “During class, I feel nervous, anxious, or on edge” or “During class, I have trouble relaxing.” Questions ranged on a scale from “1” – not at all – to “5” – all the time . The items were averaged and reliability was very good. (α = 0.93). A reliability analysis was conducted, and was best when all 7 items were included in the scale. In addition, a principal component analysis was conducted to investigate construct validity. All seven items had eigenvalues over Kaiser’s criterion of 1 and the cumulative variance explained by the 7 items was 71.49%. See Appendix 2 for questions.

Mindfulness

A 10-item questionnaire was created which specifically assessed students’ mindfulness during their respective course. Sample items included, “I take notes on autopilot, without truly processing the information” and “I am focused on outside responsibilities or tasks during class.” Questions ranged on a scale from “1” – strongly disagree – to “5” – strongly agree . The items were averaged and reliability was very good. (α = 0.94). A reliability analysis was conducted, and was best when all 10 items were included in the scale. In addition, a principal component analysis was conducted to investigate construct validity. All ten items had eigenvalues over Kaiser’s criterion of 1 and the cumulative variance explained was 64.49%. See Appendix 3 for questions. See Table Table1 1 for correlations between study variables.

Bivariate correlations, means, & standard deviations

	1	2	3	Means	Standard Deviations
1. Course Comprehension	–-			3.97	0.58
2. Mindfulness	.48**	–-		3.87	0.87
3. Anxiety	-.18	-.32**	–-	1.72	0.89

N = 106. * p < .05, ** p < .01 indicates a significant difference between groups

Smartphone use and course comprehension

An independent sample t-test examined the effect that smartphone use in the classroom had on overall course comprehension. Results indicated statistically significant differences in course comprehension, t (106) = -2.55, p = 0.01, d = 0.56. The quasi-experimental group had significantly higher levels of course comprehension ( M = 4.16, SD = 0.56) than the control group ( M = 3.86, SD = 0.56).

Smartphone use and anxiety

An independent sample t-test examined the effect that smartphone use in the classroom had on anxiety during the course. Results indicated statistically significant differences in course anxiety, t (106) = 2.27, p = 0.03, d = 0.88. The experimental group had significantly lower levels of anxiety ( M = 1.48, SD = 0.67) than the control group ( M = 1.84, SD = 0.97). See Fig. 1 for results.

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The effects of smartphone use on course comprehension and psychological well-being in the classroom

Smartphone use and mindfulness

An independent sample t-test examined the effect that smartphone use in the classroom had on overall mindfulness during class. Results indicated statistically significant differences in mindfulness, t (106) = -2.84, p = 0.01, d = 0.84. The experimental group had significantly higher levels of mindfulness ( M = 4.19, SD = 0.73) than the control group ( M = 3.71, SD = 0.89). See Fig. 1 for mean comparisons between study variables.

The goal of this study was to explore whether smartphone use impacts course comprehension and the psychological state of students in the classroom. Results found that students who physically removed their smartphones from them throughout the duration of the class had significantly higher levels of comprehension and mindfulness in the course. In addition to that, students without their smartphones had significantly lower levels of anxiety. The data provides preliminary evidence that limiting cell phone use creates a more positive psychological state for students, and in turn, may yield more positive learning outcomes (e.g. Bóo et al., 2020 ).

The negative association between cell phone use and course comprehension is consistent with previous studies (see e.g. De Shields & Riley, 2019 ; Kuznekoff & Titsworth, 2013 ). This finding adds to the growing body of literature that suggests that distracted students perform worse in the classroom. However, previous research has largely been correlational, leaving open the possibility of alternative explanations. The present study provides quasi-experimental evidence that smartphone use has a causal and negative influence on classroom experience. Additionally, the present study adds to the literature that cell phone use increases anxiety in the classroom and reduces mindfulness. This finding is consistent with Lepp et al. ( 2014 ), that also identified a negative association between cell phone use and college students’ general level of anxiety. These findings provide preliminary evidence that the presence of cell phones in the class negatively affects student perceptions of their classroom experience.

It should be noted that the results from this study are prior to the COVID-19 outbreak, which may change the nature of psychological well-being in the classroom. Anxiety in the classroom prior to the COVID-19 pandemic focused on school work and grades, whereas post-pandemic may focus on transmission of diseases, vaccinations, and social anxiety due to lack of exposure to social settings. Future studies may investigate psychological well-being of students in the classroom post the COVID-19 pandemic.

Limitations

The conclusions we can draw are limited by the design of the study and the measures we used. With respect to study design, the participants came from four distinct classes, and different instructors taught each of those classes and the number of participants in each group were not equal. Although each class was a content class in the Behavioral Science Department, future studies may investigate the effects of smartphones in the classroom using the same classes or a single instructor in order to avoid potential confounds. Additionally, our design only examined whether smartphones affect the classroom experience across students. Future studies can include a baseline assessment of the outcomes at the beginning of the semester and again at the end to examine whether smart phones in the classroom have a within-student effect.

The outcomes of the study relied on self-report data from non-validated questionnaires. Self-report data can be biased and future studies should include objective measures of course comprehension (e.g., grade in class) and psychological well-being (e.g., current use of antidepressant drugs). While self-report measures have limitations, the bias associated with these measures were evenly distributed across conditions, therefore the effect of condition cannot be explained by reliance on self-report data. The use of non-validated questionnaires also limits the validity of the results. Future studies can use the items from the present study and items from validity measures to ensure high convergent validity. While many valid and reliable measures of anxiety and mindfulness exist, none perfectly fit the aim of the present study— to examine these constructs confined to the experience in one specific classroom. Thus, questionnaires were created to fit the study design. Only items with face validity were included, and each item was meant to examine the larger construct directly and clearly. Additionally, the high reliability scores suggests that these items were testing a single construct.

The results from our study provide evidence that the use of smartphones in the classroom has a negative effect on levels of course comprehension and the psychological state of students during lecture. Given the psychological state of students is imperative to creating a positive learning environment (Febrilia et al., 2011 ), it is important that educators make informed decisions about technology use in the classroom, in order to maintain a high-quality learning experience. Something as simple as limiting smartphone use during scheduled class time can have an impact on the well-being of students, and in turn, create a better learning environment.

Biographies

is an Assistant Professor of Psychology at New York Tech. She received her master’s in Psychology from City College of New York, and her doctorate in Experimental Psychology from Florida Atlantic University. Her research is focused on the psychological well-being of students in the University classroom.

is an Assistant Professor of Psychology at California State University-Sacramento. He received his doctorate in Experimental Psychology from Florida Atlantic University. His research interests focuses on biligualism and its role in executive function.

Appendix 1 – Course comprehension

1 – Strongly disagree

2 – Disagree

3 – Neutral

4 – Agree

5 – Strongly agree

I am learning a lot in this course.
I feel confident in my knowledge of the course material.
It is clear to me what concepts I do not understand after lecture.
I feel like I can apply the knowledge I learn in this course to new situations.
I have developed new study strategies that have helped me learn the material.
I feel like I can apply what I learn in this course to life outside of school.
I often feel confused after class (reverse-coded).
I feel like I am able to identify points of confusion.
I have been able to learn from my successes and struggles in this course
I feel confident explaining most of the concepts or principles learning in this course to someone else

Appendix 2 – Anxiety

During class, I feel nervous, anxious, or on edge.
During class, I am not able to stop or control worrying.
During class, I often worry too much about different things.
During class, I have trouble relaxing.
During class, I am so restless that it’s hard to sit still.
During class, I become easily annoyed or irritable.
During class, I feel worried that something bad will happen.

Appendix 3 – Mindfulness

Although I am in class, I am often not paying attention
My mind if rarely focused on what is going on in class.
In class, it seems as I am running on autopilot without much attention to what the professor is saying.
I am often focused on outside responsibilities or tasks during class.
I take notes on autopilot, without truly processing the information.
During class, I find myself preoccupied with the future or the past.
Often in class I am listening, but not fully engaged in the material.
In class, I am often doing other activities.
I find it difficult to pay attention to what’s happening during class.
I often think about class as an opportunity to do other work.

Author contributions

All authors contributed to the manuscript conception. Material preparation, data collection and analysis were performed by Dr. Melissa Huey. The manuscript was prepared by Drs. Melissa Huey and David Giguere. All authors have read an approved the final manuscript.

Declarations

All procedures performance in studies involving human participants were in accordance with the ethical standards of the institution. The study was approved by the Institutional Review Board at New York Institute of Technology (IRB Protocol Number: ESB 1520). All participants included in the study were given a consent form prior to participation.

The authors have no financial or non-financial interests to disclose.

The authors have no competing interests to disclose.

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Melissa Huey, Email: ude.tiyn@yeuhm .

David Giguere, Email: ude.susc@ereugig .

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Social Media Syllabus

Getting students to think about smartphone addiction (cell phone addiction lesson plan).

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Table of Contents

Cell Phone Addiction

“Cell phone addiction” is a strong term that may or may not be appropriate to describe our current obsessions with our phones. But, now that I have your attention, I think it is important to bring into the classroom a discussion of the wider, perhaps unseen and perhaps deleterious, implications of cell phone culture in today’s society.

Indeed, there has been a lot of chatter lately on the potential negative ramifications of social media use in our society. For example, I recently shared on article on Pocket and Twitter that I came across from the New York Times titled: “ Early Facebook and Google Employees Form Coalition to Fight What They Built .”

While I am not an expert in many of these areas of concern (such as mental health, physical health, what constitutes cell phone addiction, etc.), I do think these broader questions are things we cannot ignore as social media educators. We are in a unique position to bring attention to the broader relationship between social media and life in today’s society.

With that in mind, I am doing a brief 2-part series on ways I have sought to bring the topic of social media concerns into my teaching.

In the first post, we’ll talk about an activity. In a future post, I will talk about smartphone distraction in the classroom.

Okay, let’s get into it!

Cell Phone Addiction Lesson Plan

I want to share a quick activity I did last semester with my social media class. The activity brought forward a great deal of discussion in the class. It was great to have students sharing the challenges and concerns that they have with their phones and social media. I was surprised and inspired by the candid nature in which students took on this topic. It was one of the best discussions I felt we had all semester.

Here’s how it worked:

First, I threw up this statement on the board and asked students if they agreed or disagreed and why:

“You’re only as good as your next post.”

Then, we discussed this statement:

“Your phone is like your life. You either control it, or it controls you.”

Cell Phone Addiction Infographic: Next, as a class, we took a look at some of the reported benefits and drawbacks of social media While there are a number of sources for such info, here is one infographic that is easy to show in class.

Pre-Test: Next, I had students do a little ‘pre-test.’ The questions are below

Do you think you’re addicted to your smartphone and/or social media?
What are the 3 primary benefits you get out of using your smart phone?
What are the 3 ways in which your smartphone has a negative effect on you?

Video Prompts: After students completed this, I gave them the following prompt that led to a discussion after the videos. Note, I will share the videos mentioned in the prompt below:

What are the most compelling argument(s) or stats presented in these videos?
What do you disagree with?
How much control do you think you have over your smartphone use?

Cell Phone Habit (or addiction) ‘Experiment:’ – But, before I showed the videos, I also set up a little ‘experiment.’ I asked the students to do the following:

Pick up your phone. Look at the last few posts you made, and check the stats. Write down the emotions you feel.

I asked them to share some of these emotions. Answers include: excitement, anxiety, boredom, etc. I then told the student:

Turn your smartphone off and put it in your bag. Log off the computer (we were in the computer lab). Get out a scrap paper.
Every time you find yourself wanting to check your phone/ reaching for it:
Stop. Make a check on the paper. Write down the emotion you feel.

So, the students were both analyzing the videos (the video prompts above) and paying attention to their habit of wanting to reach for their phones.

After each video, we stopped and went around the room and had students share how many checks they had on their paper, and how they felt about how things were going. After all 3 videos played, we discussed the merits of each video, how the students felt, etc.

The videos were hard to choose. There are so many great Ted Talks and other videos discussing some of the pitfalls of social media. Here are 3 videos I settled on. I chose these because each touches on a different argument related to smartphones and social media.

Dopamine and smart phones
Cal Newport’s “Quit Social Media” TED talk.
This Panda is Dancing – Time Well Spent

Note, there is an engrossing TED talk by Tristan Harris that I also recommend showing. I show part of it in my Communication & New Media course, however. So I did not want to repeat it in my social media class. Tristan Harris is mentioned in the New York Times article above, and his foundation created the “This Panda is Dancing” video.

After this, I asked students to look back at their pre-test results and their prediction of how much control they felt they had over their cell phone use. In other words, how aware are people of how much they use their phone? Were they surprised at the frequency with which they found themselves wanting to reach for their phone during the videos?

As we began wrapping up, I asked the students to jot down:

What is 1 thing you could do between now and next class to curb your smartphone use, as it relates to the negative effects you identified
Between now and next class, I want you to try and do that 1 thing.
How likely do you think you’ll succeed at that one thing? (Scale of 1 to 7 from Not at all – very likely)

Then, I gave the students some tools and tips to try and help them.

I encouraged students to download a free phone usage tracking app. Here are a few:

Moment (Apple)
MyAddictometer(Android)

For the following class, I asked them to provide the stats on their usage. Specifically, I was interested to know: how much time they used their phone each day, the number of times they checked their phone each day, and the top 2-3 apps they used.

Lastly, I provided some additional tips for helping take back control over cell phone usage t hat are provided in the Time Well Spent website Harris helps run. Note: The organization has since changed its name to HumanTech.

This exercise was a thought-provoking activity for my students and for me. I don’t expect that it is going to have long-term effects on cell phone use behavior by my students. But, I think it brought the issue in front of them and I am hopeful that it nudged them to be a little more mindful of just how engrossing our phones are.

Our discussion really brought out the struggle we all have between our hopes that we had a little more control and our love for the convenience and experiences our phones give us.

I left the students to wonder about whether they used their devices intentionally and were thus in control, or whether they allowed their devices to dictate the terms.

For the experiment, I went along with the students by monitoring my phone usage. I was appalled at how many times I go to use my phone. Seeing the statistic pop up when I first went to use the phone, helped me curb my usage some. I thought I only used my phone 45 minutes to an hour a day. Turns out, I was quite wrong.

Each year, I try to have a few goals and a theme. One thing I’ve been working on, is trying to be more mindful of how I spend time. I’ve never been one to waste too much time, or so I thought. I’ve learned there are many ways in which distractions are ‘scheduled into our lives,’ as Harris puts it.

I think many of us struggle with control over our time. Yet, time is all we have in life.

I was listening to a great interview on NRP with Tim Wu about a book I hope to find the time to read some day, Attention Merchants by Tim Wu . In it, citing William James, Tim said the following:

“… we must reflect that, when we reach the end of our days, our life experience will equal what we have paid attention to, whether by choice or by default . We are at risk, without quite fully realizing it, of living lives that are less our own than we imagine.”

I think he’s profoundly right. I printed this quote and put it above my desk to help me remain mindful of how I’m spending my attention.

5 thoughts on “Getting students to think about smartphone addiction (cell phone addiction lesson plan)”

I have challenged my students to go a day without their smartphones and we will eventually write an essay about it. This is a great lesson plan to segway from their day to their essays. Thanks for providing.

Rachel, that is awesome to hear! How did it go?

Thank you for sharing. I wish you all the best!

Thanks so much for this lesson plan! I myself am very addicted and I feel that students are even more vulnerable to cell phone addiction. I am excited to dive into this topic with them. though I hope to spend several days on it if possible.

My school is FINALLY taking a hard line on cell phones this year, and while I am excited about it, I know I will get push back from my juniors when they arrive later this week. I was trying to think of ways to introduce the No Cell Phone policy in a way that creates buy in & these activities look like they could really help. Thanks for sharing!

Thank you for the comment. :) I wish you the best of luck!

A Social Media Education Blog by Matthew J. Kushin, Ph.D.

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Using Smartphones in Learning

To find inspiration for your paper and overcome writer’s block
As a source of information (ensure proper referencing)
As a template for you assignment

Introduction

According to Madden (2011), smartphones were introduced into the market in the year 1996, and quickly spread to all parts of the world. This is contrary to other technologies like landline telephones that took longer time before reaching the local and international market.

Before the introduction of smartphones into the market, most people including students could not believe that it was possible to use the gargets in learning. Later after it had been introduced, teachers and learners were able to accept the fact that smartphones can easily be used in various studies (Madden, 2011).

Additionally, people had been using the computer before for their studies and doing other jobs on the internet. This topic has been chosen following its relevancy, immensity, and vastness, which communicational gadgets and aspects enjoy in the current world. Additionally, these communication gadgets (Smartphones) are known globally following their competitiveness, novelty, modernization, variability, and appropriateness in the communication industry.

Individuals who need multipurpose gadgets, which can operate multiple tasks simultaneously, engage the mind, provide extreme entertainment services, possess other exiting provisions and appalling features should resort to these products. Precisely, the global fame, distinctiveness, technological variability, and convenience that these smartphones possess have necessitated the choice of the topics in the context of learning among students.

Mobile communicational and learning gadgets (smartphones) differ significantly globally and this claim is notable in the chosen topics. Globally, numerous students have introduced and embraced the use of these products despite the challenges. The aspects of competition, cost, convenience, and variability have played massive roles in the disparities noticed amidst these gadgets. Appropriateness similarly contributes to the choice of the topics (Nielsen & Webb, 2011).

The topic is understandable by majority following its suitability and relevancy indicated before. Additionally, the three Smartphone gadgets are comparable with one another. This provision gives opportunity to handle the assignment as demanded.

Since the gadgets differ significantly in various aspects, it is possible to compare and contrast them in the context of learning. Evidently, numerous touch-screen phones/Smartphone have rocked the mobile phone’s market. Nonetheless, this category of phones has outstood others in the learning arenas.

Recent history about the use of smartphones in learning

Currently, most students and teachers have embraced the use of smartphone devices to improve their learning standards. According to Shelly, Vermaat & Quasney (2011), the use of this garget has proved to be more convenient and reliable compared to other technological methods that can be used in learning.

It has been discovered that most students who are using smartphones are able to make a steady improvement in their studies compared to those who use ordinary learning materials in their studies (Shelly, Vermaat & Quasney, 2011). Besides, it was discovered that students from rich backgrounds were able to access the mobile device compared to those from poor families.

Learners were able to use their mobile applications to organize for group discussions. Moreover, applications like drop box were used by teachers to post assignments where students could also post back their homework. Consequently, this saved a lot of time since the students are able to submit their assignments online and at any time (Frederick & Lal, 2009). This is a critical provision in the context of learning and technological advancements.

Statement of the problem

There are a number of challenges that had been faced by teachers and students in their learning process. According to Stair & Reynolds, learners could spend a lot of money on producing copies of their assignments while teachers could also spend some money when printing out assignments or various exam tests (Stair & Reynolds, 2012).

Additionally, students took a lot of time before handing over their assignments simply because they did not have adequate facilities or equipment to do their homework. Both teachers and students entirely relied on the information from the books or journals hence they were not able to get enough information for their studies.

Learning institutions also had to spend increase their budget for buying computers that were used for studies. Consequently, introduction of smartphone usage in learning has reduced the costs that could have been spend on buying the computers as students can now obtain the vital information for their learning.

Purpose of the study

The study was majorly carried out to establish the importance of using smartphone devices as a learning tool. For instance, it should indicate how it has changed the learning standards of students using mobile devices in their studies as compared to other learning methods that had been used before.

Additionally, the other reason for carrying out the study is to find out the rate at which learners and teachers use the smartphones and how it has changed their learning abilities. The study was also carried out to determine the historical background about the usage of smartphones in learning.

This will eventually show how it was introduced into the market and the way it has been accepted as a vital learning tool (MobileReference, 2007). Besides, the study majorly focuses on the technologies employed when operating smartphones and how to use various phone applications to enhance learning.

The other reason for carrying out the study is to determine the challenges being faced by students and teachers who are using smartphone devices in learning. It also indicates how it has affected the performance of students who are using the smartphones in their learning compared to those relying on learning materials provided by their teachers (Stair, 2011).

The study also tries to give a clear description of smartphone and its features. The other purpose of the study is to understand the recent developments that have been made to the smartphones and how people are able to adopt the changes. This is a critical provision in the context of learning and technological advancements.

Recent statistics regarding the use of smartphones in learning

According to various statistics, the use of smartphone devices in learning has greatly and inevitably changes the student’s behavior. Consequently, learners using this mobile device have improved in their performance at a faster rate compared to those who are not using smartphones (Stair, 2011). The number of learning institutions that have accepted the use of mobile devices in learning is steadily increasing.

Currently, most students cannot do their homework without the use of their smartphones. Most students do not only use their smartphones for learning but also checking into social websites like Facebook and twitter. According to various researches carried out, 60 percent of learners use smartphones for their learning purposes where 70 percent have the feeling that they are hooked to their phones (Chao, 2011).

Additionally, 90 percent use the mobile device for social networking where as 50 percent of the students were found to be using their mobile devices to study for exams and tests. According to Shelly, Vermaat & Quasney (20011), Institutions have also reduced the cost that could have been used in buying computers for studies by allowing students to use their smartphones in school for their learning purposes.

Moreover, most of the learning institutions have adopted the use of smartphones in doing their operations. For instance, an individual can get information regarding an institution through their internet enabled smartphones.Conversely, the use of mobile devices in learning has not been fully implemented hence most schools still do not allow their students to use the phones.

New and advanced technologies such as WI-FI offer very fast and steady connection. The rate of data transfer is much quicker compared to 3G. This technology can be a predicament to all other investments in education as well as content providers within the intervention of mobile network.

The mobile phone builder Nokia and Cisco, wireless network creator, are already adopting this technology to make the Wi-Fi phone to enhance learning provisions. WiMax is another good technology that will help smartphone users to get into the industry at a cheaper cost. This is a wireless connectivity system that enables two operators to have an uninterrupted communication with no routing over a central switch.

Besides sending data, the operator on the other end can also act as a repeater or a router. Lastly is the Power line broadband technology. It provides fast internet connection through electrical grids. All these technologies are appropriate for mobile network operators.

Research questions

During the research, various questions have been raised about the effectiveness of using smartphones in learning. Additionally, the research is trying to find out the effectiveness of the mobile applications and how the students are ready to learn on how to use the applications. The other question is whether the use of smartphones in learning will make the students improve in their performance or not.

Precisely, major questions incorporate;

How do smartphones influence the behaviors of young students in the context of learning?
Which age group majorly use smartphones in learning
What are the impacts of the smartphones on learning among students?
What are the smartphone techniques employed by students to learn in schools?

Significance of the topic

The topic reveals various applications that are fitted in the smartphone and how they can be used. It also shows the rate at which students are able to use the smartphones in their studies. The topic is relevant since it shows how people are much involved in improving the academic standards.

Otherwise they could have not bothered to carry out some research concerning the use of smartphones in learning. Another significance of the topic is that it provides more information on regarding the people’s views concerning the usage of smartphones in learning.

Key definitions

The meaning of smartphone and its applications are some of the key definitions in the topic. The other definition is how the various applications of the smartphone are used for different purposes.

Key assumptions

There are numerous assumptions that had been made regarding this study. It has been assumed that the smartphones are only being used by the students for their learning and not to do any other work. For instance, it has not discusses how students can use them to communicate to each other.

It has not discussed how smartphones have negatively affected students. For instance, students can use their smartphones to cheat in exams and eventually affect their academic standards. The other key assumption is that the phones are not internet enabled hence it has not discussed about how to connect the phones with internet. The realization of the absolute scope of the project requires immense resources that most students are deficient of.

Key assumption is that, learning would only succeed or meet its target if computer literacy is enhanced among students, proper planning is executed, right software(s) is/are procured, adherence to timelines maintained, and appointing a responsible leadership executed. As assumed, learning might fail if proper performance strategies and identification of pertinent learning provisions are not embraced in regard to smartphones.

Limitations of the study

One of the disadvantages of the study is that most of the students are not able to afford the smartphones hence a research on using smartphones in learning will not be accurate.The study also needs some enough money to carry out various researches concerning the smartphones.

The study does not include non-students who are also using smartphones for their learning purposes like finding some relevant information they require. Additionally, the study does not include the disadvantages of using the smartphones as a learning tool. The regulation of technology in learning can be attained through different avenues.

Some of these may not be instituted by the concerned institutions. This study concerns itself with how students use Smartphones in learning. When policies are enacted, they ignore other governmental actions that could influence the use of smartphones in schools.

Historical background on the use of smartphones

Smartphones are cellular telephones that are fitted with some important applications and internet access. Besides, the current smartphones do not only provide digital voice services to the people across the world but also e-mail and sending text messages.

Through the phones, people can listen to their favorite music, watch videos, take cameras and make calls. Over the recent years, the number of people using smartphones has drastically increased across the world. Additionally, people of different gender, young and old are able to use the smartphones.

Conversely, most individuals using this type of phone are not able to understand how the technology has advanced. Specific technologies designed to develop the product had been invented. For instance, the know-hows has introduces some clear presentation that shows how the phone has steadily evolved since it was introduced into the market.

In addition, it also shows some of the old mobile phones that had existed before. In the early days, phones were considered to be huge machines that slowly evolved to become smaller with time. The introduction of iphones has created a massive change of mind as people have now put more focus on the phone’s screen.

Besides, phones have increasingly become bigger than before to accommodate larger displays. Mobile phones were invented in the year 1973 by Martin cooper. Moreover, smartphones were later introduced into the market in the year 1996. Since its introduction into the market, people were able to easily communicate with each other without any challenges.

Different smartphones were introduced into the market at different times. For instance, Blackberry was introduced into the market in 1999 while the standard Motorola was introduced in the year 2004. This is a critical provision in the context of learning and technological advancements. This is a critical provision in the context of e-learning and promotion of technology in the learning arenas.

This has greatly improved people’s living standards as many individuals can now read and write using their mobile phones. Consequently, smartphones have now become a device that can be used for both private digital help and a mobile phone.

Various mobile phone manufacturing companies have been introduced into the market hence there is a stiff competition within the local and international markets. Consequently, most of the companies are not coming up with some unique inventions to ensure that they actively and successively compete with other organizations.

For instance, the American market has been flooded with approximately nine technologies with different products. Unlike landline phones and mobile phones which has reached their saturation points, smartphones has steadily gained popularity and is still believed to move at a faster rate. For instance, their market share has been doubling each year.

Statistics indicate that this represents more than three quarters of the total sales in the United States mobile phones sales. In addition, approximately fifty percent of the American population is now in possession of smartphones. The pace at which it has evolved in the American market can only be compared with that of the television.

Consequently, other companies and businesses have resolved to the use of the smartphones to advertise their products and carry out some transactions. Smartphones including the iPhone 4S is a derivative of iPhone 4. The phone has additional features added to it making it exemplarily magnificent.

This gives it a massive competitive advantage over other contenders in its category. Being a product from Apple Inc., the company uses numerous segmentation variables unique to the phone in order to promote it within the learning environments and beyond. This renders the phone quite potable and convenient to use for learning purposes. For example, Apple Inc.

managed to reduce the bulkiness of iPhone 4S compared to the former iPhone 4, which is its predecessor. These features have impressed students thus giving the phone a massive market share compared to other phones in its category or below. It measures 115.2 x 58.6 x 9.3 mm in dimensions indicating how slim, portable, and convenient it was at the time of its inception.

These provisions have rendered smartphones quite competitive in the learning realms. Another notable variable in this phone is the language recognition provisions that it possesses. Most Smartphones have the software provision named SIRI (Speech Interpretation and Recognition Interface), which is able to recognize and interpret voices, answer inquiries, compose recommendations, and execute actions, and connect to the internet by a set of delegated request.

For example, this feature forms the selling point of iPhone 4S. It is the only gadget with these provisions hence can be used by numerous categories of customers. The fact that it recognizes voices and interprets them into functional commands is a fascinating provision of its era. This has rendered the phone quite magnificent besides other provisions it has in its functionality.

This indicates the valuable use of smartphones in learning. Another variable used by smartphone to target its clients is memory provisions. The phone has no memory card slot but contains considerable internal 16/32/64 GB storage and a 512 MB RAM. This means that it has a faster processing unit and internal data storage capacity commensurate to storage provisions provided by the external storage devices.

In their data variables, smartphones have WLAN (Wi-Fi hotspot) making them capable of accessing wireless internet connections during learning sessions. They also possess Bluetooth for local transfer of information and a USB pot provision where they can be connected directly to computers for direct exchanges. This exhibits the important use of smartphones in learning.

Another variable that has rendered smartphones quite competitive in the learning provisions is their high resolution inbuilt camera (Touch focus, geo-tagging, face recognition, HDR, VGA, LED video light) capable of recording videos, capturing snaps, and offering image editing provisions. These factors have offered a considerable selling point for smartphones compared to other phones in its caliber and in the context of learning contexts.

These segmentation variables give the phones the psychographic and benefits sought. Students have a number of benefits they attain from the phone. This indicates the valuable use of smartphones in learning. For instance, this gives iPhone 4S a competitive advantage against other rivals in the market. The phone has a stronger brand name created by Apple allowing it to sell globally.

In features, as one of its segmentation variables that differentiates iPhone 4S from others, the phone has an operation system of iOS 5, sensors, Dual-core 1 GHz Cortex-A9 processor, and varying messaging provisions namely iMessage, SMS (threaded view), MMS, and Email among others (GSMArena.com.).

Other features include Google Maps, Audio/video thespian and editor, and variability in colors (Black and White), which are all important in the learning provision. This demonstrates the credible use of smartphones in learning. The market is saturated with numerous products of similar category; however, these commodities still thrill the market with novelty and appropriateness required in the currently changing world.

The marketers of these products have managed to bring them to the global limelight. In the context of e-learning, the products have attained a reasonable market share, global visibility, massive customer response, and considerable returns.

Discussions of theoretical framework for the study

According to Diane D’Amico (2012), over the past years, a number of schools did not accept the fact that cellphones can be used in various studies. For instance, most schools and institutions have barred the students from using the mobile phones arguing that students can use the gargets to steal their exams.

But currently, with the improved technology, most schools and learning institutions have accepted the fact that use of smartphones is a vital technology that should be embraced by the students (D’Amico, 2012). Besides, studies reveal that the use of smartphones will reduced some costs that can be incurred by the students when using the old technology in their studies.

Consequently, the use of the phones in their studies has become part of their life as they cannot easily do their homework or any other tasks without the involvement of the smartphones. The gadgets are able to access internet, take pictures, store information, record voices, and perform other numerous tasks demanded by their users.

However, they vary considerably from the services they offer, technological endorsement, physical structure, performance, and value among other provisions in the context of learning. The mentioned gadgets have considerable disparities ranging from their manufacturers to functionality and other provisions. This has rendered them quite considerable in this write-up.

Additionally, they belong to the same industry. Mobile phones, wireless communication, entertainment, pleasure, information storage, and variety are some of the lucrative provisions considerable in these products. The smartphones have rocked the global market and learning provisions since their inception several years back.

According to D’Amico (2012), the most interesting part is that the students themselves have realized the importance of using smartphones in their studies hence most of them are able to quickly learn and operate the gargets without the assistance of their lecturers or teachers. For instance, they (teachers and lecturers) do not have to show learners how the technology can be applied.

On the other hand, teachers and lecturers in various learning institutions have also resolved to the use of phones to improve their lessons. Arguably, the issue is not about the availability of the iphones but rather how it can be used to improve the level at which students are being taught in class. Conversely, most of the students are using the phones as part of their games hence teachers have the responsibility of ensuring that the students stay focused and use the phones appropriately (D’Amico, 2012).

Otherwise, the smartphones will not serve their correct purpose. Possibly, students are able to discover and experiment themselves past the lessons that they are taught in class. Teachers are also supposed to ensure that they use online services that can be applicable to all the students as some may possess different types of phones.

Conversely, some of the schools do not allow the use of phones in normal classrooms but only when they are doing their computer studies. One of the biggest challenges is that most of the teachers had not accepted the fact that smartphones can be used by the students as their classroom tool.

Statistics indicate that most of the students are now able to do their assignments back at home with a lot of ease hence they do not find themselves on the wrong side of the school rules. Consequently, they are able to give their teachers some easy time to move ahead thus completing their syllabus on time. Most teachers and lecturers strongly believe that the use of smartphones in studies has created more opportunities and saved time that could have been wasted in classrooms when carrying out manual teaching.

It has also reduced costs that would otherwise be used to print out some papers for studies as teachers can now transmit all the needed information electronically. According to Bolkan (2012), most students using smartphones in their studies are majorly interested in STEM subjects. Arguably, there is a huge gap between the number of people using their smartphones back at home and in school.

According to various surveys that had been carried out, it was evident that a number of students (approximately 40 percent) use their smartphones to do their assignment back at home (Bolkan, 2012). In addition, approximately 30 percent said that they use their tablets to do their homework. Among the students questioned, 60 percent believed that they were able to acquire more knowledge in mathematics and science through the use of laptops and tablets.

The same tendency was seen with the students that were using smartphones in their classrooms. Conversely, 60 percent of students using tablets said that they were not allowed to use them in their classrooms. 80 percent gave similar report concerning smartphones.

Most student studying STEM lessons have easy access to the job market in the united states hence most students are using their mobile devices to improve their concentration in STEM studies (Bolkan, 2012). Consequently, the number of scholars graduating with a degree in STEM has steadily increased over the past years.

According to the interviews carried out, most of the students who were using smartphones and laptops in their classroom studies had more inclined to the study of STEM subjects. Additionally, they said they were happy and felt clever to go for the STEM lessons. Conversely, 80 percent of the students coming from poor families were not able to purchase the smartphones or laptops hence they entirely relied on what they were being taught in class (Bolkan, 2012).

Among the students who were interviewed 60 percent accepted the fact that the application of the smartphones has made them to have the desire of learning more. According to Cathleen, Hossain and Elliot, the use of computers and smartphones had changed the whole learning curriculum that had been used before they were introduced.

Consequently, the application of the mobile devices in their studies has led to a 40 percent improvement in their final grades. The market price of the smartphone and tablets is steadily decreasing hence most of the students are able to purchase the devices. Consequently, schools will only have to organize on how to provide internet to the students and not how to purchase computers.

This will eventually reduce the costs that could otherwise been used to purchase computers for students. Arguably, a number of students preferred using the smartphones compared to laptopssince they considered it to be readily available and cheap compared to other gargets that they can use in their studies.

Additionally, smartphones are able to actively cope with the rapid improvement in technology. Unlike computers, students preferred using the smartphones as it was portable and always obtainable. Additionally, students were able to switch the gargets off and on easily thus it were considered as a time consuming mobile device.

It was discovered that most students who had smartphones were able to use them both at home and in school hence it they were able to improve in the way they carried out themselves academically. Besides, the mobile device has assisted the teachers to organize a comprehensive lesson. It has also helped the students towards improving their lessons.

Cathleen, Hossain and Elliot believe that most schools are supposed to encourage their students to adopt the new technologies to make them cope with the daily changes in the learning patterns. According to Carey (2012), a number of students use the smartphones cheating in their examinations and cyber-bullying. Conversely, they believe the mobile device can be an important learning tool.

Smartphones have an unbelievable computing power and hence are most preferred by a number of students who are ready to improve in their studies (Carey, 2012). Statistics indicated that if the students are not able to properly use their smartphones, then there is high possibility of them using them inappropriately. Therefore, teachers should direct the students on how to appropriately use the smartphones in their study rooms as learning tools.

Jennifer acknowledges that she teaches in an independent school where most of the students come from rich families. Consequently, all of her students possess some brand of smartphone device. This does not apply to all the teachers. Most students are able to carry out their discussions in groups where they can only use a single device in each group.

Smartphone devices are being used by the students and teachers for supporting their lessons and any academic activities within and outside the school (Carey, 2012). For instance, the tools make the lessons to become more captivating and productive. Consequently, students will not be intrinsically captivated with the mobile device they continuously use when out of school.

If they are not able to enjoy using the smartphone devices during their studies, then they can be desirous to use them in a wrong way. The use of the phones has given weak students a chance to express themselves as they are now able to ask questions during their lessons (Carey, 2012). The use of smartphone is growing rapidly in the learning arenas. The technology has revolutionized the education sector in regard to learning behaviors.

This might in turn influence their behaviors as students in the realms of decision making and learning preferences. Notably, colleges and universities are some of the areas that have adopted the use of smartphones in learning. Research indicates that the use of smartphones for learning provisions has grown tremendously over the past years.

Discussion of learning theories in regard to Smartphones

Students and teachers have used smartphones in a number of ways during their studies.They (Students and teachers) are able to install software called poll everywhere which they can use to carry out class polling of quizzing. According to Rai (2011), the software is free hence every student using the smartphones is able to access it.

Quiz questions can be generated using the software whereby students will be able to deliver their respective answers by sending text messages using their phones. The process is very cheap and convenient therefore students do not need to purchase, set up or maintain the sticker systems (Rai, 2011). As a requirement, students should register their smartphone numbers with their class teachers.

Consequently, the teachers will be able to check their answers for some of the unprepared quizzes or reviews. This will also help teachers identify the academic records and trends of their students and find possible solution to areas with weaknesses. Students have also used the smartphone devices for in-class back-channeling (Rai, 2011).

Through this process, students and teachers are able to use their internet systems and social media to ensure that there is a constant online spoken remarks. In addition, there will be an easy communication through the social media. Baldauf & Stair (2011) states that, through social media like twitter, teachers are able to give homework to the students.

Consequently, students are also able to submit their homework online hence it saves time since they do not have to wait until they reach school. Due to the improved technology, students can now study and do their exams online by using their smartphone devices (Baldauf& Stair, 2011). Moreover, people are able to use some common programs like Today’s Meet to create some provisional rooms to organize for some student discussions.

Students can also use Poll Everywhere to organize for their group discussions and control some of the comments. According to Balacheff (2009), students can use the smartphone devices effectively in their reading rooms as e-Readers for handouts and their study books. They can always find some of the needed information for their assignments using their internet enabled smartphone devices.

Consequently, this will improve their reading and learning skills hence they are able to make an outstanding academic improvement (Balacheff, 2009). Students and teachers can use their Drop Box accounts to attach their handouts, assignments or recorded articles on their phones (Rosen, 2009).

They can use their internet enabled smartphones to access reference materials in their drop box accounts without having to photocopy them out. Additionally, they will not ask for fresh copies of the references since they can always obtain them in their Drop Box space. Learners can use their smartphone applications like Nook applications and iBooks to obtain their traditional reading materials (Rosen, 2009).

Besides, a number of the mobile applications have free information and students can easily upload the necessary information they need. Consequently, they are able to save a lot of money they could have spent in buying the books and making photocopies. By using mobile applications, students are able to highlight and annotate their work.

According to Morley, Parker & Parker, learners can always use their smartphone devices to carry out research. They can take notes and data that are useful for the research. Besides, the power of carrying out successful research is in the mobile applications. They can use the smartphone’s fitted camera to capture some information that is important for the research (Cho, 2013).

Applications like Genius Scam+ can always be used to take pictures of books with large volumes, make them smaller and improve them for easy reading (Morley, Parker & Parker, 2010). They can always generate notebooks of documents by copying some pieces of books that contain the important information they need. Consequently, they can keep the information in their smartphones in a photo image or PDF format (MobileReference, 2007).

Learners can also use applications like Evernote to consolidate their class work and images. Stanza applications found in a number of smartphones can be used to change notes to word or PDF format. Generally, the dependence on investigation of most effective strategies would be applicable in enhancing the critical research outcomes of the study (Anderson & Little, 2004).

The appearance and perception of the teaching or instruction method when in application of the concise or accurate mathematical vocabulary within students’ written or outlined solutions would also be critical. The study will also analyze the effects of application of diverse proposed strategies in teaching the mathematical vocabulary.

There will be consideration of the most affected classroom grades within the education systems, most probably, the high school as well as the eighth grades. The proposed study remains of great importance to most other instructors, even those within other subjects. There will be provision of adequate information to these teachers, regarding the effect of basic languages on the particular subjects by the end of the proposed study.

Several studies in the past have majored and discovered basically the particular literacy methods that can be applied by instructors and teachers in the instruction and learning processes. These investigations have also majored on the ways of strengthening the conviction that literacy remains vital when students get to know the critical skills and comprehend the e-learning provisions. The students suffer difficulty in the application of concise language of smartphones.

Sections related to research question background

Numerous researches carried out indicate that approximately 80 percent of students from wealthy background are able to access and use smartphones. This is contrary to those coming from poor background whose figure was approximately 32 percent. Additionally, learners using smartphones were able to improve in their class work compared to those who entirely relied on their class work.

It was also discovered that a number of students preferred using the smartphone devices for doing their assignments and carrying out research. Conversely, more research should be carried out to establish how smartphone applications directly affect students who use them at school compared to those using them only at home. Research should also be carried out to establish the effectiveness of using smartphones.

Conclusively, given chapter one and two, it is necessary to carry out this research (Cho, 2013). Firstly, producers of the chosen smartphones have to deal with suppliers proficiently to ensure that they manage their production, operations, and marketing activities adeptly. Additionally, any hindrance in the supply chain process can cost the company massively in the realms of business and promptness.

Another issue is the raw ingredients/raw materials needed to prepare the concerned smartphones. These should be adequate, reliable and of higher quality enhance e-learning provisions. The providers of microchips, software, batteries, and assembly materials must be prompt in their services. The third aspect to be considered is the distributors in the sales and marketing chain to help student access smartphones in the market.

This must conform to the educational demands. Considerably, lives of individuals have been influenced positively through mobile phone infrastructures. Currently, mobile phone communications is quite prevalent and is applied in almost everywhere from businesses to government institutions and private entertainments. The applications are not only limited to elementary calls rather; different products and services are provided.

In all the applications, e-learning through smartphones has become very vital and feasible. The evolution of e-learning is influenced much by the progress and advancements in modern e-learning applications. Also, progression of main substructure constituents like fast wireless data networks like 3G plus mobile communication devices with multiple applications contribute immensely to improvements in the e-learning through smartphones.

This has numerous of benefits as already outlined in the above summery. The major factors that drive attractiveness to the e-learning through smartphones include easy usage, accessibility, and convenience. The implementation or integration of new IT systems in the learning institutions requires proper planning, coordination, and acquisition of the right software(s).

This is to ensure that every activity is undertaken within the scope of operation. The use of smartphones for learning among students might face the risk of poor planning and incongruence due to its expanded scope. The scope requires more time to aid the procurement of quality networks, infrastructure and strategic planning.

This is not achievable among some students and institutions they learn in. This may pose a serious risk that may compromise the expected quality standards in education. Major constraints appertain to lack of adequate resources including monetary provisions and IT specialists.

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With the scan feature, you can combine photos into a single document, crop or rotate photos and improve lighting.

Turn In an Assignment Using Google Classroom (Android)

Don't see the Drive icon? Go to about Drive files with earlier versions of Android .

Select the attachment or enter the URL and tap Select .

Note : On mobile devices with Android 7.0 Nougat, you can drag materials from another app to Classroom when the two apps are open in split-screen mode.

Tap Add attachment .

Note : You can attach or create more than one file.

The assignment status will change to Handed in .

Important : If you get an error message when you tap Hand in , let your instructor know.

Hand in a quiz assignment

Tap the quiz file and answer the questions.
In the quiz, tap Submit .
Tap Mark as done and confirm. The assignment status will change to Handed in .

Mark an assignment as done

Important : Any assignment that is handed in or marked as done after the due date is marked as late, even if you previously submitted the work before the due date.

Tap Mark as done and confirm. The assignment status will change to Handed in .

Unsubmit an assignment

Want to make changes to an assignment that you have already handed in? Just unsubmit the work, make the changes and hand it in again.

Important : Any assignment that is handed in or marked as done after the due date is marked as late, even if you previously submitted the work before the due date. If you unsubmit an assignment, make sure that you resubmit it before the due date.

Tap Unsubmit and confirm. The assignment is unsubmitted. Resubmit it before the due date.

About Drive files with earlier versions of Android

Use a computer rather than a mobile device.

See your work for a class
How attachments are shared in Classroom
Work with a doc assigned to you
Google Docs Help Centre
Use a screen reader with Classroom on your computer

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Part 1: 44 Smart Ways to Use Smartphones in Class
Use Smartphones to Communicate. Use FaceTime on the iPhone to add outside audience members during class discussion or learning activity. This is perhaps one of the coolest things we have recently done in class. Allow students to video or audio record your assignment instructions.
Smartphone Essay in English for Students
Smartphones have become a very important form of communication these days. It is impossible for a rational person to deny the advantages of smartphones as they are devices suitable for a wide variety of tasks. Let us try to understand smartphones along with their benefits with this smartphone essay.
40 Simple Ways To Use A Smartphone In The Classroom
What Are Simple Ways To Use A Smartphone In The Classroom? So many ruminations on what smartphone technologies offer the wired classroom begin with some permutation of how, at first, smartphones are often the bane of teachers' existence because they cause disruptions.
Using Smartphones in the Classroom
And now it's all smartphones.". According to data compiled by the research firm Nielsen, 58 percent of American children from 13- to 17-years-old owned a smartphone as of July 2012—an increase of more than 60 percent over the previous year. And with over 50 percent of mobile phone users in America now using smartphones, the numbers only ...
Essay on Mobile Phone for Students [100, 150, 250, 400 Words]
Essay on Mobile Phone: 250 Words. A mobile phone or cell phone is a hand-held portable radiophone that uses the cellular or satellite network for voice or data communication. Unlike landline phones, which are fixed, mobile phones can be easily carried, and one can contact a person anywhere whether at home, on the bus, in street, or in a meeting.
34 Smart Ideas For Using Smartphones In The Classroom
Here is a new list of 36 additional ideas to help leverage the power of these smartphones in the classroom.
PDF Smartphone Use of University Students: Patterns, Purposes, and Situations
ABSTRACT Smartphone use is prevalent among university students in and out of instructional settings. This study aimed to describe smartphone use of university students in a developing country, focusing on the purposes, the patterns and the situations of smartphone use. The participants of this study were 842 university students studying in 101 different universities. A cross‐sectional survey ...
Ten Ways Your Smartphone Can Help You Learn
Here, we share 10 ways that your smartphone can help you learn so you can be better equipped to pursue your goals. 1. Stay Connected to Your Assignments. With the power of the internet, you're able to stay connected to your learning management system whenever you have access.
Using Smartphones in the Classroom: A Guide for Teachers
The first step to using smartphones in your classroom is to rethink how you approach smartphones in a learning environment. Rather than fighting against smartphones for the attention of your students (a fight which you will lose) consider embracing the smartphone as a learning tool. "When students first began carrying cell phones, educators ...
What Role Should Smartphones Play in Education?
Examine data from students about smartphone usage and consider how this affects the place of smartphones inside and outside the physical classroom space.
Mobile devices transform classroom experiences and student/instructor
They eventually settled on a definition from Educause: "Using portable computing devices (such as iPads, laptops, tablet PCs, PDAs and smartphones) with wireless networks enables mobility and mobile variation related to instructional approaches, disciplines, learning goals and technological tools." But they still struggled to define for ...
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Get information: Smartphones provide access to a wealth of information on the Internet, allowing students to quickly search and find answers to their questions. This can save time and increase ...
138 Smartphone Essay Topic Ideas & Examples
Looking for a good essay, research or speech topic on Smartphone? Check our list of 138 interesting Smartphone title ideas to write about!
The Use and Effect of Smartphones in Students Learning Activities
The findings revealed that the distance learning students find it easier to use a smartphone in their learning activities. The findings also revealed that the use of smartphones performed remarkable roles among the distance learning students of the University of Ghana in their academic activities.
The Impact of Smartphone Use on Course Comprehension and Psychological
The present study explores the impact of smartphone use on course comprehension and the psychological well-being of students during class. Students in four classes (N = 106) were assigned to either a control group or quasi-experimental ...
Cell Phone Addiction Lesson Plan and Activity for Students
This cell phone addiction lesson plan provides an activity and class discussion that helps students reflect on the pros and cons of their smartphone use.
Using Smartphones in Learning
Appropriateness similarly contributes to the choice of the topics (Nielsen & Webb, 2011). The topic is understandable by majority following its suitability and relevancy indicated before. Additionally, the three Smartphone gadgets are comparable with one another. This provision gives opportunity to handle the assignment as demanded.
Smartphone use and academic performance: A literature review
Abstract We present the first systematic review of the scientific literature on smartphone use and academic success. We synthesise the theoretical mechanisms, empirical approaches, and empirical findings described in the multidisciplinary literature to date. Our analysis of the literature reveals a predominance of empirical results supporting a negative association between students ...
The Tips For Making Assignment On Smartphone
When writing your assignment, you have two options: typing on the smartphone's virtual keyboard or using voice-to-text features to dictate the content. If you prefer ordering, use autocorrect and predictive text to speed up the process. If dictation is your choice, ensure you enunciate clearly to avoid errors.
Hand in an assignment
Hand in a quiz assignment. Tap Classroom . Tap the class Classwork the assignment. Tap the quiz file and answer the questions. In the quiz, tap Submit. In Classroom, on the Your work card, tap Expand . (Optional) To add a private comment to your teacher, tap Add private comment enter your comment tap Post .
Smartphones. assignment
Smartphones have contributed to productivity in the workplace, as a survey found most business people use their smartphone for work over office or home phones. However, smartphones can also be addictive and cause distractions, like accessing social media in class instead of focusing on the lesson.
Week 1 assignment
Week 1 assignment v3 audience observations worksheet select smartphone image from the interactive smartphone observations activity and analyze it. consider the
Module 9
Study with Quizlet and memorize flashcards containing terms like Which of these network connections would allow your smartphone to sync your photos to your online account? Choose all that apply. a. Wi-Fi b. Bluetooth c. GPS d. Cellula, While visiting a coffee shop, you see a poster advertising a concert for a music group you'd love to see. You notice there's an NFC tag at the bottom with ...

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Essay on Mobile Phone for Students [100, 150, 250, 400 Words]

Essay on Mobile Phone: 100 Words

Mobile Phone Essay: 150 Words

Essay on Mobile Phone: 250 Words

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34 Smart Ideas For Using Smartphones In The Classroom

What Are The Best Ideas For Using Smartphones In The Classroom?

To Collaborate

To Communicate

To Curate/Coordinate

Academic Programs

Student Experience

1. Stay Connected to Your Assignments

2. Record Lectures

3. Use Notetaking Apps

4. Listen to Podcasts

5. Use Video to Record Presentations

6. Keep Track of Your Calendar

7. Read Your Books

8. Get Your Research Questions Answered

9. Set a Timer

10. Contact Your Professor

A Smartphone for So Much More

Ellie Walburg

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