Blog Post 2: Handheld Devices

The purpose for this study was to gain clarity and insight into mobile device use in the classroom from the student and educator perspective. Although five questions were answered through this study, they can be narrowed down into three main points: How is technology used in an educational setting? What are the positive and negative effects of mobile device use? How can faculty deliver their expectations to students in a clear and effective manner?

Educators do find distractions and inattentiveness from students to be annoying and frustrating (Jackson, 2013). There are basically two schools of thought: allow the use of mobile technology and lose some student attentiveness, or ban mobile technology and gain the discontent of several students.

When polled, students stated that while mobile technology can be distracting, it can be of great use to struggling or confused students immediately in class. Students valued its search capability, note-taking, and access to class materials and information while being in class. Students also acknowledged that it has significant distraction to self, others and the instructor (Jackson, 2013). Instructors cannot tell exactly if mobile device use is for the class or for personal use and that can be distracting when giving a lesson.

The report also asked students to give suggestions to professors with regards to mobile device use. The student recommendations were to allow mobile device use for the benefit of those who use it academically and to set clear policies for use on non-test days as well as test days. Students also shared that student distraction or attention do not fall on the instructor’s shoulders. One student wrote, “Allow the use of mobile devices. It is up to the students to pay attention and if they don’t, their grades will suffer. Banning such devices harms those who use them for academic purposes.” (Jackson, 2013, p. 136)

Students asked for clear expectations to be set by the instructor with consideration and tact. For example, the instructor need not embarrass or discipline a wayward student in order to enforce their policies. Suggestions such as a reduction in points for participation or a private conversation aside works much better than interrupting the entire lecture to gain the attention of one student.

However, if an entire ban on mobile devices is absolutely necessary, Jackson suggests that instructors explain “their rationale to students in the context of the learning environment you are creating, as opposed  to an authoritarian missive” (Jackson, 2013, p. 137.

A librarian should incorporate mobile technology into education since it is absolutely necessary for the hands on learning that students enjoy. The use of computers, laptops or tablets in a lesson increases the students’ interest in activities because they can actually learn as they go. It is difficult to explain how to use a search engine or research method when it is only spoken. Students need to be able to experience it for themselves so that they can learn to be more independent and search for information on their own. Requests like finding a book or requesting it from another campus can be independent activities rather than another one of the many tasks a librarian is responsible for. When the librarian takes the time to pass this capability onto her students, they can become more independent users of a library, especially when they have learned how to do that with the use of mobile technology.

References

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.