Can Cellphones Be Educational Tools

Introduction: This research is about the use of technology in learning English as a Foreign Language at higher education in a public University in Mexico. This study is focused on how students use the technology for academic and non-academic issues to learn English. The object of the study a sample of twenty five percent of English language students (375 students) were considered. Students' average age was 18-25. Methodology: For this research two instruments were used to gather data the first one a questionnaire designed for this purpose, the second one an interview to know what kind of gadgets students use to learn English in higher education and how this technology could be introduced in second language learning classrooms. The results: allowed concluding that most technological gadgets used by students were Cells and Laptops to surf the net and chat through social networks for non-academic issues and laptops and desktop computers to work on school duties with specific software.

It's all about those high-tech gadgets, and the college's students. Have the gadgets gave an impact towards college's students towards their excellence in education - that was what we were going to find out in this research. To cite this research: Nur Amirah et al. (2015). The Uses of Gadget Among KMS Students. (Unpublished matriculation's thesis). Kolej Matrikulasi Selangor, Selangor, Malaysia.

This paper discusses and supports the ban on students carrying cell phones to schools as they may distract them in class and may harm them both physically and psychologically. Information from both advantages and disadvantages which include on-line and off-line articles as well as survey over pupils was analysed. The result proved that pupils whom take their cell phones to school get distraction in class and get harm them both physically and psychologically. Therefore, cell phones should be banned for pupils in school so that they can focus in class and can evade them get harm both physically and psychologically.

TechTrends, 2012

ABSTRACT Cell phones have been banned in 69% of today’s classrooms (CommonSense, 2010). Reasons for the banning of cell phones may seem obvious—kids will misuse them to cheat, use textese in place of Standard English, cyberbully, and sexting (Brady & Conn, 2006; Johnson, 2004; Obringer & Coffey, 2007). These fears have disregarded the fact that today’s cell phones are inexpensive, mobile computing devices with a number of applications (assessments, digital images, podcasting, and internet access) that could be beneficial in the classroom. The bonus to these applications found on cell phones is that the majority of teenagers already own one and are efficient in their use. The question is, should the fears of the misuse of cell phones and the technology they provide prevent teachers from tapping into the many opportunities and benefits that cell phone use in the classroom might provide? This paper explores the current research to refute the claim that cell phones are responsible for aberrant behaviors and to explore the potential instructional benefits of cell phones in the classroom.

The study examined secondary school students' awareness of the educational use of mobile phones and their use of the device. The study adopted survey research design in which 250 senior secondary school students were purposively selected from four public high schools in Ilesa metropolis of Osun State, Nigeria. The instrument for data collection was a self-developed questionnaire divided into two sections with 16 items on each section based on the research topic. Three research questions were generated and answered. The result showed that majority of the respondents are aware of educational use of mobile phone though, the frequency of the use for the purpose of learning is not encouraging but there is significant relationship between the students' level of awareness and their use of mobile phone for learning. The study therefore suggests that blanket ban should not be placed on the use of mobile phones within the school environment by secondary school students. Curriculum planners should incorporate the use of mobile phone as a tool for learning in secondary school while appropriate rules and regulations should be put in place to guide the use of mobile phones within the school environment by secondary school student.

The main objective of this study was to determine the impact of gadgets in learning among Grade 11-STEM students at Urdaneta City National High School during the school year 2017-2018. It looked into the frequency of use of the gadgets in learning which are cellphones, computers, and tablets and the the impact of gadgets in learning as perceived by the students. Further, it determined the significant relationship between the frequency of use and the impact of gadgets. The study was conducted at Urdaneta City National High School, Urdaneta City which included 70 Grade 11 student respondents who are enrolled in the Science, Technology, Engineering and Mathematics (STEM) strand during the school year 2017-2018. This study made use of the quantitative research design with the questionnaire as the main gathering tool. The data were tabulated into a contingency table and treated with the proper statistical measures. For problem number 1 and 2, the Average Weighted Mean method was used; a four-point scale and five-point scale Likert scale was used in the analysis. The problem number 3 and the null hypothesis were tested for its significance using the Pearson Product Correlation method. Relative to the analyses and interpretation of data, it was deducted that cellphones are always used by the students, computers are sometimes used by the students and tablets are seldom used by the students in learning. This study also deducted that the use of gadgets has a moderately positive impact in learning but it also has a slightly negative impact. It was also deducted that there was no significant correlation between the frequency of use and the impact of gadgets.

The purpose of this study is to reveal middle school mathematics teachers' experiences of using a smart phone. In the study, survey method was used. The study was carried out with 105 middle school mathematics teachers. As a data collection tool, a survey that consists of two sections was used. Percentages and frequencies were used in terms of analysis of the data. In addition, direct quotations from the opinions of teachers regarding their answers to questions in the survey were included. As a result of the study, it was determined that majority of the teachers use smart phones every day, have a good level of smart phones usage competencies, have been using smart phones at least for three years, and that they desire to improve themselves on using smart phones. In addition, it was revealed that a considerable number of teachers think that smart phones affect social life partially positive, believe that smart phones contribute to professional development positively, think that smart phones have advantages and disadvantages at an equal rate and experience difficulties in terms of running out of battery. Lastly, it was determined that considerable majority of the teachers use smart phones at least for an hour per day, use smart phones in the evenings mostly, learn how to use smart phones on their own, follow the developments related to smart phones and use smart phones mostly for taking pictures and to display them. In-service training activities for teachers can be organized by the Ministry of National Education on how to use smart phones more effectively.

This study is conducted in order to find out the effects of using mobile devices to the learning styles of the Grade 11 GAS students in Marinduque Midwest College. The researchers used quantitative-descriptive design under the non experimental method wherein he researchers used the survey method to determine how does using mobile devices affects students' academic performance and whether it is a helpful tool to improves one's school performance or not. Purposive sampling is used under the non probability sampling to gather 30 grade 11 GAS students as the respondents. Research survey and questionnaire are used to gather accurate information for this study. The