Article Review #2 - EDU 6215

Jackson, L. D. (2012). Is mobile technology in the classroom a helpful tool or a distraction?: A report of university students’ attitudes, usage practices, and suggestions for policies. International Journal of Technology, Knowledge & Society, 8(5), 129-140.

Summary

            In this article, Jackson explores students’ perceptions and practices concerning the use of mobile technology, such as laptops, cell phones, and tablets, in the classroom.  Approximately 100 undergraduate students enrolled in a communication studies course at the California Polytechnic State University were asked to complete a four-page questionnaire anonymously.  The questionnaire contained questions about technology use, websites visited during class, perceptions concerning the use of mobile devices in class, awareness of cheating on tests, and recommendations to educators. 

            In the sample, 98% of students owned a laptop, 90% owned a mobile phone, and 10% owned a tablet.  Mobile phones were regarded as “mostly a distraction” by 76% of students in the sample, whereas 24% regarded them as “mostly a helpful learning tool.”  On the other hand, only 8% of laptop users regarded them as “mostly a distraction”, while the majority regarded them as “mostly a helpful learning tool.”  Lots of other data were presented in this study, but the results indicated overall that students felt that the use of mobile technology should be permitted in the classroom and that they felt annoyed when faculty members ban mobile technology in the classroom altogether.  Students also expressed their opinion that faculty should consider student perspectives when making policies about the use of mobile technology in the classroom.

            Students were asked in an open-ended format to address their negative perceptions of the use of laptops, tablets, or smartphones in the classroom.  Surprisingly, 70% of students admitted that these technologies are distracting to self, 30% indicated that they are distracting to others, and only 6% believed that they are disrespectful to the instructor.  Students indicated that, although these technologies may distract themselves or others, students should have the choice to succumb to these temptations.  After all, they are adults and will suffer the consequences if they misuse these technologies in class.  Students indicated that banning these devices altogether harms those who use them for academic purposes, like efficient note-taking and researching topics presented in class to supplement their learning.  Two comments that really stood out were, “Teach students how to get the most out of technology” and “We should be allowed to use laptops.  Professors who ban devices should consider how we as students have grown up learning.”

            The questionnaire addressed students’ perceptions of cheating.  When asked what types of cheating they were aware of (not necessarily participating in), 25% said they were aware of students looking up answers on a phone in class or in the bathroom, 14% said they were aware of students texting for answers in class, 8% said they were aware of students texting for answers outside of class, and only 0.09% said they were aware of students taking a picture of a test for others.

            Lastly, students were asked to describe faculty policies that they felt were effective and ineffective, as well as make recommendations for instructors.  Students believe that it is not the instructor’s responsibility to maintain the students’ focus.  Furthermore, students indicated that instructors should allow the use of laptops, except during tests.  Students also noted that instructors should state policies clearly, and enforce them.  Additionally, students felt that instructors should discuss with students how to make the most out of technology.

           

Reflection

            This study was very interesting to me for a variety of reasons.  There is much debate, especially amongst post-secondary teachers, about the benefits (or drawbacks) of allowing the use of mobile technology in the classroom.  In fact, this very topic was heavily (and not necessarily respectfully) debated via email amongst many professors at my place of employment.  Some professors argue that mobile technology is a distraction and should not be allowed in the classroom under any circumstances.  On the other hand, other professors argue that mobile technology should be embraced and encouraged within the classroom setting to enhance learning.  This article actually presented data that can be used to corroborate either viewpoint. 

            The study presented in this article focused on students’ perceptions and opinions about the use of mobile technology in the classroom.  I do believe that students should have a voice in the educational environment that they will participate in, but caution should be taken when assessing students’ opinions on their ideal learning environments.  Sometimes students don’t realize the policies, procedures, and instruction tools that would optimize their academic success.  In other words, sometimes students don’t know what’s best for them.  I would be interested in not only measuring students’ perceptions and practices concerning the use of technology in the classroom, but also measuring their academic performance directly resulting from the integration of such technologies in the learning process.  Students’ perceptions of the use of mobile technology and its effect on academic performance must both be considered when measuring the true impact of technology on learning.

            This study also explores the very important question regarding the impact that incorporation of technology has on academic integrity.  As an instructor, this is very concerning to me.  In this study, 25% of students surveyed said they were aware of students looking up answers on a phone in class or in the bathroom, and 14% said they were aware of students texting for answers in class.  These statistics are very concerning.  It is my policy to not allow cell phones in the classroom for these reasons, in addition to my belief that cell phones pose an unnecessary distraction in the classroom.  I do, however, allow students to use laptops during my lectured.  I have students who use laptops to take notes, and if this helps some students to be more efficient, then I’m all for it.  Even though laptops can serve as a distraction to students, they also serve an academic purpose in the classroom.

            As an instructor, I am always seeking ways to make improvements to my policies and teaching style.  I am seeking ways to incorporate technology in the classroom in an efficient and academically sound manner.  I believe this will help in terms of differentiation and, as a student in the study put it, allows students to learn in the manner that they have grown up learning.

Article Review #1 - EDU 6215

Speaker, K. (2004).  Student perspectives: Expectations of multimedia technology in a college literature class.  Reading Improvement, 41(4), 241-254.

Summary

            In this article, Speaker explores the benefits of integrating multimedia into the classroom.  In this study, 150 students enrolled in a literature course at a college in New Jersey completed a survey aimed to measure their attitude toward the use of multimedia in the classroom. The technology group referred to in the study included PowerPoint, overhead images, DVD presentations, and the Internet. 

            Generally, the students favored technology being incorporated into the classroom. The results of the survey showed that 134 out of 150 students strongly agreed or agreed with the statement that lectures in which professors use technology are more instructive.  PowerPoint and DVD presentations were the most popular ways to convey material.  According to the study, a student’s preference for the use of multimedia in classroom instruction was not dependent upon their gender or major. 

            One interesting finding of the study was that even though a large majority of student felt that technology aids their learning in the classroom, students indicated that they did not choose classes based on whether the professor utilizes technology in the classroom.  Speaker hypothesized that students don’t choose classes based on technology use for a number of possible reasons.  First, this type of technology might not be available to them, as it may not be included in the course description.  Second, student word-of-mouth may fail to include information on an instructor’s use of technology.  Third, students have requirements to met and scheduling may supersede a students’ desire to learn in a technology-based classroom.

            The author also contends that college students are often far more skilled at using digital media than the instructors themselves.  Instructors are often apprehensive to incorporate multimedia technology into their classroom due to a lack of knowledge, preparation, or confidence.  Speaker cited a study that determined that only 11.3% of the nation’s teachers feel they are skilled enough to incorporate technology into their daily lessons. 

          

Reflection

            I would have liked the study to not only measure student’s opinions about learning in a technology-driven classroom, but one that actually measures their academic achievements in both a traditional classroom and one that integrates technology.  I have explored many different technologies over the past few months that are heavily favored by students, but yet show no actual improvement in their academic achievement.  I do believe, however, that when students feel positively about instruction, then the learning process is overall improved, even if there are no improvements academically.

            I agree with the author that many instructors do not incorporate technology due to a lack of knowledge, preparation, or confidence.  I am interested in utilizing multimedia more regularly in my instruction, but simply do not have enough time to learn the technologies well enough to effectively implement them.  It is also challenging to incorporate some multimedia technologies in a math classroom, such as PowerPoint and DVD presentations.  I do, however, use the overhead projector regularly, but I believe that barely counts as technology in this day of age.  I aim to integrate multimedia technology into my classroom instruction slowly.  At first it will take some class time to implement the technology, but hopefully it will allow me to impart information to students more efficiently as I become more comfortable with it.