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classroom can have a positive impact on high school students' learning. This chapter discusses the negative and
positive attributes of using electronic devices,
Problems using mobile phones in class
When she taught the cell phone to start playing suddenly, the students were listening carefully. It doesn't matter whi
ch type of ringtone is played. Students' attention is broken. Teachers will have to try to re-engage the students' atten
tion and return the class to normal. Banning mobile phones to school was once an easy decision. Today, this is no lo
nger a simple question. The main problem is that mobile phones can distract students in the classroom. Even though
most schools require the phone to be turned off during school hours, it is difficult for teachers, security departments,
and administrators to enforce this rule. Students can leave the classroom for classes and use the phone when leaving
the room. Mobile phones are so small that students can also use them secretly in class, especially text messaging an
d video games. Students can pretend to search in all school bags
when texting someone. If the phone rings during class, the entire classroom will be interrupted ,
and the teacher reports that many students will answer the call. Cheating and inappropriate photos are also concerns
.
It is challenging for students to complete tasks in the classroom, and having a mobile phone in the
school will only increase the problem of classroom management. Many teachers worry that it will become more and
more difficult when students sit on their desks with mobile phones to manage the lesson. The teacher was concerned
that the mobile phone would distract students. Besides, teachers are worried that if cell phones are allowed in the cla
ssroom, camera phones and camcorders are used to take inappropriate photos. These pictures and videos can be pos
ted on the Internet for viewing by other students.
Can mobile phones be used as learning tools
Students can use multiple media devices at once, such as talking on a mobile phone, texting, and typing articles at th
e same time. Nevertheless, teachers will assume that students are the same as before, so teachers will continue to u
se traditional teaching methods (Prensky, 2001). Students are aware of the teacher's aversion to electronic devices. s
ome
Teachers have little appreciation for electronic devices, and students develop communication and knowledge-building
skills (Selwyn, 2006). Teachers repeatedly let students know that their everyday electronic devices are unacceptable i
n a learning environment. Some teachers think that the techniques students use are distracting, time-consuming, and
even harmful.
Students like to use mobile phones. In addition to communicating with friends, they are also very willing to interact w
ith mobile phones. Most students always carry mobile phones with them. Therefore, learning activities need not be co
nducted within the classroom. Teachers should use this motivating tool and find learning strategies to incorporate mo
bile phones into the school. Especially at such moments, the pandemic state of Covid-19 is making people learn remo
tely.
Technology teachers are using many of the phone's features as teaching tools for students. For a school with a limite
d number of digital cameras and limited Internet access in the classroom, mobile phones can help fill the gap and ca
n be used as a mobile device
Computer. Mobile phones are allowed in the classroom, and vocational and technical education teachers may oversee
student telephone interviews for possible internships or employment. For students interested in information technolo
gy, mobile phones can undoubtedly be used as a learning tool.
Limitations of mobile phones to all disciplines
Some studies have found the positive effects of technologies such as Machin and others.
(2007), using changes to the rules of financing as an external shock to investments, assessing the impact of investm
ents in information and communication technologies (ICT) on student performance in England. They found that inves
ting in ICTs had a positive effect on student test results in English and science, but hurt the results of math students
in school. Barrow et al.
(2009) Using RCT design to study the effects of structured computer learning in three large urban school districts. Th
ey found that mathematical software had a significant impact on students' algebraic test results (standard deviation 0
.17). Student performance indicators for high-risk exams significantly improved post-bans, an average of about 0.07
standard deviations. These improvements are due to students with the lowest ratings. This suggests that the inadequ
ately structured permission of telephones can adversely affect some students, and limiting their use may be an inexp
ensive policy to reduce educational inequality. (Beland & Murphy, 2016)
Correlation between time spent on mobile phones and performance in academics
In addition to text messages, calls,
and social networks, the individual effects of other uses were less analyzed. Most of the conclusions, especially when
testing the use of the Internet and gaming effects, indicate a negative correlation between their use and performanc
e. The device is used on average every 100 minutes every day, which is equivalent to dropping a student's
rating by 6.3 points at school, ranging from 0 to almost 100. This is shocking (Felisoni & Godoi, 2018). For example,
Jackson et al.
(2011) associate lower academic performance with hard games, and for a sample of 49,609 junior high school studen
ts, Chen and Peng (2010) associate more
moderate levels of Internet use with higher academic performance. Performance-related.
The Impact of Time-Related Information and Communication Technologies
Solutions for the constructive use of mobile phones in schools
Several solutions
allow you to use constructive phones in the classroom. One solution is to give teachers easy control. Teachers can co
ntrol when students bring their phones and where they store them during class. teacher
They can be collected and held when students enter the class until they can be used. Also, administrators and school
officials must remember that if misused in the classroom, any tool can be distracting and even harmful. When studen
ts pay attention in class, they are still handing out notes and writing on paper. The key is to structure and control wit
h and without a cell phone in the classroom. Another solution is to enter into a social contract with students before e
ngaging in any activity on a mobile phone. A social contract can be an agreement between a teacher and a student a
bout how, when, why, and using a cell phone in the classroom.
In this contract, if the student does not comply with the agreement, the teacher can set the rules and consequences.
For example, a teacher may ask students to leave their phones in front of the classroom until they use them for proje
cts. of
The result of non-cooperation with the contract may be lost on the mobile phone project and replaced by other tasks.
Often when student contributions are used to create social arrangements, they are more likely to "stick to their
contracts" (Kolb, 2007).
Summary
It seems that mobile phones will not disappear soon, and when they go, they are likely to be replaced by new techno
logies with their
advantages and disadvantages. School districts will have to continue their efforts to manage mobile phone issues in t
he school building, and teachers will have to decide how they will manage their phones in the classroom. Cell phones
are likely to continue to pose classroom problems for teachers, but if used correctly, they may also provide differentia
ted learning strategies.
The common theme of these educational papers is that the use of technology alone has a
negligible impact on student exams
Scores, but when included in the curriculum and used explicitly, technology has the potential to improve student perf
ormance. However, this will worsen the performance of 10th-grade math students.