Educational Uses
Cell phones have a large number of uses that are immediate to teens and pre-teens. In fact, many of these uses are built into the phone’s software. Some of these include phone and address book, calendar, planner, timer, alarm clock, calculator, and memo pad. In addition, cell phones available today have the ability to take pictures, record movies, record voice, engage in chat, and send e-mails (Kolb, 2007/2008). In addition, Branzburg (2007) describes these multimedia features and the ease at which they can be utilized. So why not use these powerful features of cell phones to benefit the learner? Moreover, these powerful devices are owned and are the responsibility of the students and their parents, thus potentially relieving some of the burden local education associations carry regarding technology (Hirsch, 2005).
The use of cell phones or mobile devices as an educational tool has occurred mostly outside the borders of the United States in regions such as Europe, Asia, Australia, and New Zealand. Clyde (2004) points out that North American educators have been slow to alter their perception of cell phones from the position of disruptive technology to a technology that can be integrated into the curriculum. For instance, in Singapore a collaborative game called EcoRangers, designed for mobile phones, was integrated into the social studies curriculum for grades nine and ten. This integration resulted in more student participation, and the students acknowledging they learned more information than they realized (Lim & Wang, 2005).
The different ways for integrating cell phones into the curriculum can be as varied as the phones themselves. For example, when studying ecosystems students could explore and experience them with their cell phones in hand. While visiting an ecosystem, the students could document it with the built-in camera and produce a voice or written memo about key features they observed. Once the task has been completed, the students can e-mail their teacher pictures and text for evaluation. Exploratory activities such as this are perfect venues for bringing the cell phone into the learning process (Clyde, 2004). Another example might involve the class reading Edgar Allan Poe’s “The Tell-tale Heart” in literature class. As an assignment, groups of students could conduct a cell phone chat session discussing the main points to the story, what themes seem apparent, and what it means to them. Once finished, the text can be e-mailed to the teacher for review. Other ways of integrating cell phones do not have to be as elaborate or complicated. For instance, Shaw (2007) describes how he demonstrated to his students the existence of the unseen force of electromagnetism by altering the readout on an electronic balance by dialing and transmitting phone numbers.
In places such as China, Japan, the Philippines, and Germany, students are using their cell phones to learn English, as well as study math, health, and spelling. In one area, the cell phone is being used to deliver historical content during guided tours at a state park. Bringing cell phones into the assessment arena has been explored in the United Kingdom. College students, using their cell phones, completed exams, and their voice print was used to authenticate the test-taker (Prensky, 2005). Other ways of integrating cell phones into teaching and learning are being investigated. Attewell (n.d.) explored how students’ enthusiasm toward cell phones could be focused toward learning and improvement in literacy and mathematics. Goh and Hooper (2007) describe a pilot study in which a large university used cell phones as interaction and feedback devices for a lecture class; this study found that students were quite interested in the game and had significant interest in using it again in the future. Wei, Chen, Wang, and Li (2007) integrated cell phones into a web-based discussion forum as part of a computer programming class. The majority of the students (74%) was pleased with the system, and felt they benefited from sharing voice knowledge over text-based information. In addition, Park (2005) sought to foster a more learner-centered environment by developing an “adaptive mobile learning management system” that coordinates with the learner’s learning style while interfacing in the mobile environment.
Conclusion
There have been several discussions involving cell phones in an education setting (Gilroy, 2004; Taylor, 2008). As a result, many schools have developed strict no cell phone policies. Reconsideration regarding this powerful device and how it can be used in an educational setting should take place. Most of the world is poised to bring these devices into the realm of education. Innovative ways to approach the concept have already been presented. As has been witnessed, the educational community integrated computer-based and internet-based learning into the arena with e-learning. Now the advent of the cell phone and mobile technology is ushering in a new era of m-learning, mobile learning (Clyde, 2004; Goh & Kinshuk, 2006).
Cell phones accomplish some very important functions. They fulfill the role of the icon of teen freedom, and they facilitate the flow and construction of knowledge. Moreover, a cell phone can put the ownership of learning into the “hands” of a student. Designing authentic learning experiences has been touted as the way to make learning relevant, personal, and meaningful. Unfortunately, when these activities are implemented, they are void of the fundamental frameworks that are uniquely personal and relevant to the learner.
It is important for adults, parents, and educators to be attuned to the ICT that have become a part of children’s social and psychological lives. In doing so, there can be a positive influence on the reification of these objects and their meanings. It should be incumbent upon educators that whatever content is taught should be done in such a way that has value and meaning to the learner. Considering how to use cell phones in education is one way to blend real life and school life to make learning more relevant, personal, and meaningful.
