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*Technology Policies are subject to change*
Cell Phone Framework

Smart phones are considered the "Swiss Army Knife" of technology. They introduce various applications and tools to users.

The five benefits of a cell phone are:
  • Student-centered learning.
  • Authentic education.
  • Differentiation of instruction.
  • An assessment and reflection tool.
  • Motivation for quality task completion.

Cell phones provide features that support accessibility to course material, multitasking skills, in-depth research, and sustained communication with educators, peers, and parents. Furthermore, learning is inherently shared through social and collaborative components, contextual environments, games, and mobility. Compiled data from the Pew Institute indicate an increase usage of cell phones in the teen demographic (ages 12-18). Since the increased usage of technology, in domestic and global societies, educators need to begin to integrate a framework that reflects the 21st century.

Since 2013 research indicates that 70% or more educators support integration of cell phones in the classroom. The integration of cell phones in the classroom can provide a reduction of the traditional digital divide as the increased number of low-socioeconomic and marginalized students access the Internet and other applications through their cell phones. Investigation indicate that cell phones have benefits that go beyond academic components, such as increased motivation to engage and complete assignments, academic interaction, and involvement in distance learning. The following three phase framework provides the initial structure to implement effective, efficient, and a relevant cell phone policy in an educational setting:

  • Establish effective and relevant guidelines at the beginning of the fall semester; educators should, according to Harry and Rosemary Wong, spend the first days of the academic year providing a comprehensive understanding of all expectations and guidelines. Furthermore, the development of procedures and policies must involve students. In addition, educators need to consistently reiterate to students the guidelines and expectations when away from the educational setting for an extended amount of time (i.e., 2-3 days or more).
 
  • Students require consistent guidance, monitoring, and supervision with the appropriate use of technology. With that said, educators should model appropriate usage for work and leisure activities. Studies outline that technology usage in school can expose learners to inappropriate content, cheating, cyberbullying, negative impact of texting, and sexting. However, effective, efficient, guidance, monitoring, and supervision can provide students with the facts to apply technology appropriately both inside and outside of school.
 
  • Educators might consider creating an authentic and genuine dialogue with students to discuss their digital footprint. Learners have an increased presence on the world-wide web and may require guidance both at school and at home. Data compiled by the Pew Institute suggest that almost 25% of users are consistently online and are navigating both virtual and reality environments simultaneously. Ongoing conversations about technology provides a model for students to engage in meaningful conversations in their approach to inquiry-based learning and the acquisition of information.
References
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