Promoting effective use of mobile phones through a class contract
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Authors
Román, Abdías
Issue Date
2017
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Peru
Abstract
Context: In a public secondary school in Santa Anita, Lima, Peru, a teacher worked with a fifth-grade class struggling with engagement and motivation in English lessons. Noticing that students were frequently distracted by their mobile phones, despite the school's prohibition, the teacher decided to explore the potential of using mobile phones constructively in the classroom.
Aims: The study aimed to understand students' current phone use in class, their attitudes toward the prohibition, and to develop a strategy to integrate mobile phones as educational tools. By establishing a class contract, the teacher sought to transform mobile phone use from a distraction into a support for learning activities, focusing particularly on English language skills.
Methods: Three data collection methods were used: a peer observation of student and teacher activities, a student survey on phone use and attitudes, and a teacher journal documenting reflections on students' engagement and mobile phone usage. Data collected helped the teacher understand the patterns of mobile phone use, students' views on its prohibition, and the dynamics of class engagement.
Findings: The data revealed that students primarily used mobile phones for social media, messaging, and occasionally as learning aids for translation and internet searches. Six students were the most frequent users, but the small classroom meant their phone use impacted others around them. The peer observation indicated that reminders about phone rules were infrequent, and students expressed a preference for using phones for specific learning activities. Following these findings, the teacher established a class contract regulating phone use for structured activities like voice recording and messaging for English practice.
Implications: This study suggests that establishing a structured agreement on mobile phone use can foster a sense of responsibility and enhance engagement, turning potential distractions into tools for learning. Through self-correction and shared activities like voice recording, students gained confidence and motivation in English. The experience suggests that similar strategies could benefit teachers seeking to integrate personal devices constructively in the classroom.
Aims: The study aimed to understand students' current phone use in class, their attitudes toward the prohibition, and to develop a strategy to integrate mobile phones as educational tools. By establishing a class contract, the teacher sought to transform mobile phone use from a distraction into a support for learning activities, focusing particularly on English language skills.
Methods: Three data collection methods were used: a peer observation of student and teacher activities, a student survey on phone use and attitudes, and a teacher journal documenting reflections on students' engagement and mobile phone usage. Data collected helped the teacher understand the patterns of mobile phone use, students' views on its prohibition, and the dynamics of class engagement.
Findings: The data revealed that students primarily used mobile phones for social media, messaging, and occasionally as learning aids for translation and internet searches. Six students were the most frequent users, but the small classroom meant their phone use impacted others around them. The peer observation indicated that reminders about phone rules were infrequent, and students expressed a preference for using phones for specific learning activities. Following these findings, the teacher established a class contract regulating phone use for structured activities like voice recording and messaging for English practice.
Implications: This study suggests that establishing a structured agreement on mobile phone use can foster a sense of responsibility and enhance engagement, turning potential distractions into tools for learning. Through self-correction and shared activities like voice recording, students gained confidence and motivation in English. The experience suggests that similar strategies could benefit teachers seeking to integrate personal devices constructively in the classroom.
Description
Keywords (free text)
mobile phones , classroom engagement , student responsibility , peer observation