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.
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