Analysis and Evaluation of Cellular Phone Use in Class
Introduction
Cellular phone use has become widely spread in most parts of the world which is a match of the technological evolvement that we experience (Tindell & Bohlander, 2012). Although cellular phone use has many advantages such as the making communication easier, surfing the internet and engaging in other activities that in the past could only be conducted manually or through the computers, cellular phone use has several its disadvantages (Kuznekoff & Titsworth, 2013). Among such advantages include distraction from the core activities that the individual is partaking. As per this study, students and their facilitators face this disadvantage. However, most students are widely affected by cellular phone use where they carry the devices in class. As such, they are not able to concentrate since they often peruse on their phones thus losing a track of class work. Understanding the impact of technology on the college students and the different higher learning faculties’ presents and issue of concern which is addressed by this study. This study involved examining the use of cellular phones in class. The sample students used in the study included graduate students and students from the health sciences and some from Illinois and Arizona campuses. The study shown that most of the students avoided using cellular phones in class. Some of the students reported to use the cell phones while in class. Cell phones were seen to be a source of distraction to both heath care providers and also students (Kuznekoff & Titsworth, 2013).This essay analyses and evaluates the study on Cellular phone use in class and implications for teaching and learning.
Students enter the classes daily with new technological devices such as laptops, ipods, ipads and even different types of phones. The essence of carrying these technological devices in classroom is to make learning effective. Some of the students use the devices to take pictures of learning materials, record the lecturers and even take notes with. The essence of using the cell phones amongst these devices is evident in cases of emergency where the students receive the information as soon as possible. As much as some of the researchers may prove the negative implications of carrying technological devices in classes, there are several advantages of carrying the devices (Kuznekoff & Titsworth, 2013).
Students carry the technological devices in class for their own gains. As such, they misuse their phones through playing games, sexting and even receiving calls. If these devices are used effectively, they can help improve the education system. However, only few students use the devices for such positive gain. Tindell and Bohlander (2012) argue that carrying cell phones in class becomes viable in case of an emergency. Students can be easily alerted hence escape the danger that they may face. However, misuse of phones through phone calls and sexting affects the students’ concentration which results with a decrease in their overall performance in class.
The study was conducted with an aim of giving the education leaders the information on factors affecting the class policies. The study also intended to give future researchers information regarding cell phones use. Students and faculty members were involved in the study to give their perception on cell phones use in class. The different research questions that guided this research included understanding the use of cell phones in class by the students and faculty staff. What was the take of both the faculty and students on use of cell phones in class.
Rather than seeking way of giving leaders and future researchers information, the study would be more effective if it came up with the possible way of reducing the problem of using cellphones in class. Use of both the students and the faculty members to give their response on using the cellphones was a good way of getting the information because it would be firsthand information. However, it would be necessary to add more research questions to get more detailed results. A possible question to be added would be the reason behind using the cellphones and what would the interviewee commend as the best solution to the challenge (Tindell & Bohlander, 2012).
The results of the study indicated that cell phone technology was a good communication device that should be embrace. However, its misuse in learning facilities should be avoided as evidenced in the study to have cause decline in education quality. Kuznekoff and Titsworth (2013) state that good learning can be achieved through creating awareness of how cell phones create disturbances in class.
It is commendable that the study complements the devices but still warns on the negative impact. However, it would be necessary if the study gave ways that students can use the devices in class rather than avoiding usage. A good learning environment is not created through avoiding cell phones only but other technological devices that should be avoided (Kuznekoff & Titsworth, 2013).
Conclusion
The study was both ethical and logical since it used samples from diverse background and locations. The organization and flow of the research work makes it easy for the reader to understand and interpret the study. Cell phone are important devices if effectively used.
References
Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education, 62(3), 233-252.
Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1-9.
