See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/323704235

Smartphones in the Classroom: The Pros and Cons. Distributed by the Social
Science Research Network (SSRN) Technology & Resources in Education eJournal
Vol 1, Issue 35, December 17...

Preprint in SSRN Electronic Journal · March 2018

DOI: 10.13140/RG.2.2.26540.36488

CITATIONS READS

0 11,796

1 author:

C. Kevin Synnott
Eastern Connecticut State University
104 PUBLICATIONS 57 CITATIONS

SEE PROFILE

All content following this page was uploaded by C. Kevin Synnott on 12 March 2018.

The user has requested enhancement of the downloaded file.

 Smartphones in the Classroom: The Pros and Cons

Abstract

The pros and cons of using smartphones during class time provide interesting challenges
for today's educators. Some professors consider the use of smartphones during class time
annoying and an impediment to the learning process. Students text, visit social sites, and
use their smartphones during examinations. However, smartphones also have the
potential to enhance the learning process. Students can research subject matter online for
current information related to class topics. The use of smartphones as cameras to take
pictures of information on the board or screen frees students to pay attention.
 Smartphones in the Classroom:
The Pros and Cons

A great change in the landscape of Higher Education is occurring due the

proliferation of smartphones. These ubiquitous communication devices used by
administrators, faculty members, and students provide great challenges and opportunities
for learning.
Some members of campus communities embrace technological changes while
others deny change is happening or fight the inevitable by trying to block the change.
The use of smartphone during class time provides a good example of such an occurrence.
The discussion centers on whether using smartphones during class time enhances the
learning experience or interferes with learning.

On the one hand, students use their smartphones to text during class time
(Clayson & Haley, 2012; Tindell & Bohlander, 2012). Some students use their
smartphones during examinations (Tindell & Bohlander, 2012). Students and faculty find
the use of cell phones in class distracting (Burns & Lohenry 2010). Students believe that
they are capable of multitasking, that is, using their phones, and listening to professors
simultaneously. Students are not cable of multitasking and students engaging in these
activities earn lower grades (Clayson & Haley, 2012). Synnott (2013) provides a review
of the literature regarding the negative consequences of using smartphones during class
time.
Some faculty members then engage in activities designed to discourage the use of
smartphones so students will pay attention. For example, professors call out students
telling them to leave the classroom. Some professors deduct points from students' final
grades for not being present to participate and learn. These activities also distract from
the learning process.
On the other hand, faculty members and students using smartphones during class
time experience exceptional opportunities to enhance the learning experience.
For example, professors may instruct students to use their smartphones to research
pertinent information relating to the day's lecture. This live up-to-date information keeps
students abreast of current changes. Students may also use their smartphones as cameras
to take pictures of the professors' information written on the board or powerpoints
projected on the screen. This allows students to pay attention instead of trying to take
notes of this information. Finally, students may use their phones as calculators to solve
problems in math classes.
The challenge to harness new technologies and use them to enhance students'
learning experiences is daunting and exciting at the same time. The needs and concerns
of administrators, faculty members, and students will determine the direction of the future
regarding these unparalleled opportunities for change in Higher Education.
The key is the willingness to take risks with new behaviors outside current
comfort zones. For example, professors might assign a case study for analysis during
class and instruct students to research the case online for current information. Professors
might also instruct students to take pictures of their lecture notes on the board. The
opportunities are endless. Professors will learn from taking risks which approaches work
and which approaches need to be modified or eliminated.
 References

Burns, S. M., & Lohenry, K. (2010). Cellular phone use in class: Implications for
teaching and learning a pilot study. College Student Journal. 44(3), 805-810.

Clayson, D. E. & Haley, D. A. (2012). An Introduction to multitasking and texting:

Prevalence and impact on grades and GPA in Marketing Classes. Journal of
Marketing Education 34(3). Abstract retrieved from
Http://jmd.sagepub.com/content/early/2012/12/05/0273475312467339.abstract

Synnott, C. K. (2015). Smartphones in the Classroom as Impediments to Student

Learning. Journal on Excellence in College Teaching, 26(1), 161-198.

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. Abstract retrieved from http://www.tandfonline.com

View publication stats