Assignment 2 |S.I.

D: 17876490

Part A: Literature Review

 Group topic: Pre-service teachers’ perspectives on mobile phone usage in the classroom

 Sub-topic: Pre-service teachers’ views on the disadvantages of students’ usage of mobile

phones in the classroom.

Mobile phones are mini-mobile-devices which have a variety of functions and features. Teachers on

the other hand according to The Australian Professional Standards for Teachers are the “greatest”

functions and features or “resource in Australian schools” (Australian Institute for Teaching and

School Leadership Limited (AITSL), 2011, p.1). Put together, mobile phones and teachers, pre-service

teachers at that, need to be explored and examined, particularly in retrospect of Standards 4.4 and

4.5 which stipulate safe, responsible and ethical use of ICT for all students (AITSL, 2011). While

Australia’s overarching endeavours to improve and enhance students’ academic and social

trajectories by putting great emphasis on teachers to integrate ICT such as mobile devices in their

classroom practices, many researchers, which will be discussed in this literature review, have raised,

researched and found substantial disadvantages of students’ usage of mobile phones in particular, in

their learning environment. It must be noted however, that although pre-service teachers are the

sub-topic’s focal point for this literature review, researches have found that the use of mobile

phones in the classroom is consistently problematic throughout all teaching levels and areas. In the

spirit of improving learning in the classroom with regards to students’ usage of mobile phones, this

literature review will discuss disadvantages associated with the use of mobile phones in the

classroom: disruption, anti-social, and academic.

The Australian Curriculum together with the National Partnership of Improving Teacher Quality, the

Melbourne Declaration on Educational Goals for Young Australians through High School syllabuses

put great emphasis on teachers to integrate technology such as mobile devices in their classroom

pedagogies (MCEETYA, 2008; ACARA; AITSL). However, the process of the Australian Curriculum

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dream identified the need for “cultural, cognitive and critical capabilities needed for the globalised

technological rich and diverse world” (Carroll, 2015, p.201). Hence, many academic researchers such

as Jeffrey H. Kuznekoff, Stevie Munz & Scott Titsworth (2015) acknowledge the rapid and continuous

saturation of the high school student population with mobile devices. Young Australians in the neo-

liberalist discourse were/are “to become Asian literate (and) flexible users of new technologies”

(Carroll,2015, p.199). Yet, mobile devices according to a Computers and Education study by Blanche

W. O’Bannon and Kevin Thomas (2013) “blur the boundaries between computing and

communication devices” (p. 344). This needs to be mentioned so that there is a clear distinction

between mobile devices from mobile phones: mobile phones are the focus topic of the group, as

well as the sub-topic of this literature review.

Disruption by using mobile phones during the learning process in the classroom eventuate in many

forms and constitute to many problems for both students and teachers alike. Yet, in a diverse

contemporary society as it is today, symbolic interactionism is deeply but malignly imbedded when it

comes to the issue of students’ usage of mobile phones in, and outside the classrooms. A key

component of symbolic interactionism identifies the control over social situations deriving from the

“society of which an individual is a part of” (Powell, 2013, p.8). In a colloquial sense, this means that

students are automatically drawn into the world of mobile phones because of the meaning and

status is gives them. It is a global epidemic; the statistics reported in the ten different studies used

for this literature review are alarming. O’Bannon & Thomas (2013) show that over 80% of teenagers

own mobile phones in the US. England, according to Louis-Phillipe Beland and Richard Murphy’s

(2015) Centre for Economics Performance report, accounts an increase from 2013 to 2015 of 90%. A

survey conducted in India across eighteen colleges in three different cities reported by Tripura

Sundari (2015) in the International Journal of Applied Science points out that mobile phones for

teenagers have become a “fashion statement” (p.897). It is highlighted in this study that 100% of

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students who participated in the study owned mobile phones. In Turkey, mobile phones represent

“autonomy”, “prestige” and “identity” (Guzeller & Cozguner, 2012, p.205). Australia in the meantime

is not immune from the prevalent statistics of young people’s ownership of mobile phones. Two

different studies conducted in remote Aboriginal communities in the Northern Territory and

Western Australia show that over 90% of Aboriginal high school students “kept the phones with

them all the time” (Auld, Snyder & Henderson, 2012, p.288; Johnson, 2016). In a neo-liberal society

such as Australia, it can be said that statistics in metropolitan areas are the same, if not more.

With a glimpse at some statistics of high school students’ ownership of mobile phones, it can be said

that this is problematic for teachers. Kuznekoff et al (2015) indicate that students with mobile

phones not only take them to schools, but also use them during class times; this poses “significant

obstacles…for faculty” (p.344). From a pre-service teachers’ perspective according to Ian W. Gibson’s

(2011) study on the increasing attrition rate of pre-service teachers in NSW, 75% of pre-service

teachers opted for “real life experience” – 20% more than working with technology (p.51). Similarly,

teachers found that mobile phones contribute to major disruptions in the classroom at any given

time (O’Bannon & Thomas, 2014).

To elaborate on disruptions caused by students’ usage of mobile phones during their classroom

learning process, McCoy’s (2013) study shows that 90% of the 700 participants in his survey

acknowledged that their mobile phones caused them not to “pay attention in class”, and 80% “to

miss instructions” from their teachers (as quoted in Kuznekoff et al., 2015, p.347). Activities such as

texting, taking photos and social-networking - notably Facebook and Twitter - were the common

distracting factors (Johnson, 2016; Kuznekoff et al., 2015; Auld et al., 2012; Guzeller & Cozguner,

2012; O’Bannon & Thomas, 2014; Gibson, 2011). It must be noted however, that there are also many

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students who respect their learning space, teachers and peers, enough not to use their mobile

phones during class times.

Anti-social behaviours are attributable to the use of mobile phones, especially when it turns into a

mobile phone addiction behaviour. The Diagnostic and Statistical Manual of Mental Disorders

(DSMIV) recognises behavioural, psychological and cognitive issues arising from mobile phone

addiction; the American Psychiatric Association criteria for mobile phone addiction include

“withdrawal, intolerance, preoccupation, loss of interest in other social, (communal)…and

recreational activities” (as quoted in Guzeller & Cozguner, 2012, p.204-205). When anti-social

behaviours associated with the use of mobile phones include cyber/bullying, sexting, intimidation,

taking photos and/or videos without permission, the dynamics change to a whole new level

concerning safety. Even worse, when these unauthorised photos and/or videos of other students

and teachers - taken on mobile phones - are shared either intentionally or not, the safety of these

individuals are compromised. When this happens during learning time, students are disadvantaging

themselves as well as their peers and their teachers.

Many academic studies have identified the profound effect of students’ usage of mobile phones on

their academic achievements. O’Bannon & Thomas (2014) opines the negative impact on students’

writing skills; Kuznekoff (2015) cites “limited capacity for cognitive processing…and deeper learning”,

“bad at note taking skills”, grammar, spelling, and language comprehension (p.350). These are

fundamental skills students require throughout their academic journey and beyond. Interestingly, in

the aforementioned remote Northern Territory and Western Australia Aboriginal communities, the

studies show that students’ use of mobile phones have improved their social and literacy efficacies

(Johnson, 2016; Auld et al., 2012). Generally, adverse academic results regurgitate from students’

usage of mobile phones during class time because more often than not, mobile phones are used for

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socialising and other unrelated school activities (Kuznekoff et al., 2015; Guzeller & Cozguner, 2012;

O’Bannon & Thomas, 2014; Gibson, 2011; Sundari, 2015). In the home-front, Beland & Murphy

(2015) have also identified the disruption in sleep when students continue to use their mobile

phones rather than sleeping. Students are mentally, emotionally, intellectually and physically

unprepared to learn. When this happens, it defeats the ambition of the 94-plus-percent of pre-

service teachers who are passionate about education, the dreams of 92-plus-percent whose utmost

desire is to work with/for young people in high schools, and the 100 percent who wants to make a

difference (Gibson, 2011). Undoubtedly, schools have their own policy regarding the use of mobile

phones. Schools such as De La Salle College in Revesby Heights strictly prohibits the use of mobile

phones at all times. Studies such as Beland & Murphy (2015) have shown students’ significant

positive results and outcomes attributable to banning mobile phones from the classrooms.

While problems resulting from the usage of mobile phones in the classroom are shared amongst all

researches in this literature review, only one offers a solution for teachers: to control rather than

discourage. Only one of the studies used in this literature review obtained pre-service teachers’

perspectives. All researches however, acknowledge the need for further debate and studies on this

issue. Clearly, evidence shows that there is a correlation between the use of mobile phones and the

need to improve learning, enhance a positive wellbeing in the classroom – not just for students, but

for teachers as well.

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References

Australian Institute for Teaching and School Leadership Limited. Australian Professional Standards

for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Australian Curriculum, Assessment and Reporting Authority. Accessed at https://www.acara.edu.au/

Auld, G., Snyder, I., & Henderson, M. (2012). Using mobile phones as placed resources for literacy

learning in a remote Indigenous community in Australia. Language and Education, 26(4),

279-296, DOI: 10.1080/09500782.2012.691512

Beland, L.P., & Murphy, R. (2015). Ill communication: Technology, distraction & performance. Centre

for Economic Performance: London School of Economics and Political Science. Retrieved

from

file:///E:/RTnL2/ASSESSMENT%202/Parts%20needed%20for%20Assessment/READINGS%20

FOR%20RESEARCH/summarised/Louie-

Phillpe%20Beland%20&%20Richard%20Murphy%20Ill%20Communication%20Technology,%

20Distraction%20&%20Student.pdf. ISSN 2042-2695

Carroll, K. (2015). It takes a global village: Re-conceptualising global education within current

frameworks of school and curricula. In Reynolds, R., Bradbery, D., & Brown, J. (Eds.).

(2015). Contesting and constructing international perspectives in global education. Retrieved from

https://ebookcentral.proquest.com

Guzeller, C.O., & Cozguner, T. (2012). Development of a problematic mobile phone use scale for

Turkish adolescents. Cyberpsychology, behaviour, and social networking, 15(4), 205-212,

DOI: 10.1089/cyber.2011.0210

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Gibson, I.W. (2011). Who are Australia’s future teacher? Retrieved from

file:///E:/RTnL2/ASSESSMENT%202/Parts%20needed%20for%20Assessment/READINGS%20

FOR%20RESEARCH/summarised/Who%20are%20Australia's%20future%20teachers.pdf

Johnson, G.M. (2016). Technology use among Indigenous adolescents in remote regions of Australia.

International Journal of Adolescence and Youth, 21(2), 218-231, DOI:

10.1080/02673843.2013.823553

Kuznekoff, J.H., Munz, S., & Titsworth, S. (2015). Mobile Phones in the Classroom: Examining the

Effects of Texting, Twitter, and Message Content on Student Learning. Communication

Education, 64 (3), 344-365, DOI: 10.1080/03634523.2015.1038727

Ministerial Council on Education Employment Training and Youth Affairs (MCEETYA). (2005).

Demand and Supply of Primary and Secondary School Teachers in Australia. Melbourne:

O’Bannon, B.W., & Thomas, W. (2014). Teacher perceptions of using mobile phones in the

classroom: Age matters. Computers and education, 74, 15-25. Retrieved from

file:///E:/RTnL2/ASSESSMENT%202/Parts%20needed%20for%20Assessment/READINGS%20

FOR%20RESEARCH/summarised/OBannon%20&%20Thoma.pdf

Powell, J. L. (2013). Symbolic interactionism. Nova Science Publishers. Retrieved from

https://ebookcentral.proquest.com

Sundari, T. (2015). Effects of mobile phone use on academic performance of college going young

adults in India. International journal of applied research, 1(9), 898-905. Retrieved from

file:///E:/RTnL2/ASSESSMENT%202/Parts%20needed%20for%20Assessment/READINGS%20

FOR%20RESEARCH/summarised/Tripura%20Sundari%20Effects%20of%20mobile%20phones

.pdf

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Part B: Data Collection Protocol

Consent form

Dear Potential Participant:

I am working on a project titled Pre-service teachers’ perspectives on mobile phone usage in the
classroom, for the class ‘Researching Teaching and Learning 2,’ at Western Sydney University. As
part of the project, I am collecting information to help inform the design of a teacher research
proposal.

My specific topic is on pre-service teachers’ views on the disadvantages of students’ usage of

mobile phones in the classroom. While mobile phones are another great means of technology, they
have also been identified as problematic and disruptive in the classrooms. Hence, this research aims
at gathering data and information through your views to inform us about the negative effects
imposed by students who use their mobile phones in the classrooms. From your views, better
strategies and/or policies will be implemented to ensure that both students and teachers have the
best learning environment.

By participating in this survey, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained to me,
and any questions I have about the project have been answered to my satisfaction.
 I consent to completing the questionnaire, and/or interviewed if required.
 I understand that my involvement is confidential and that the information gained during this
data collection experience will only be reported within the confines of the ‘Researching
Teaching and Learning 2’ unit, and that all personal details will be de-identified from the
data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university

student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old,
and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________

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Part B: Data Collection Protocol

1. The type of cell phone that I own is a ___________.

 Basic phone (no data plan)

 Smartphone (with data plan)
 I do not own a cell phone.

2. I use my phone to _____________ (Check all that apply)

 send/receive text messages

 send/receive email
 send/receive tweet
 access the Internet
 take a picture
 post a picture online
 record a video
 watch a video
 post a video online
 record audio
 post audio online
 play music
 play a podcast
 play a game
 use clock/alarm/timer
 use calendar
 use calculator
 use a social networking site (Facebook, Twitter,Pinterest)
 download an app
 use educational apps
 scan QR codes
 create QR codes

3. Please select the cell phone policy that most closely aligns with your school policy.

 Mobile phones are not allowed on school grounds.

 Students are allowed to have mobile phones on school grounds but must be in the OFF
mode.
 Students are allowed to have mobile phones on school grounds but can only use them
before and after school.
 Students are allowed to have mobile phones on school grounds but can only use them
before and after school, during class changes and during lunch.
 Students are allowed to use mobile phones throughout the school day for instructional
purposes.

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4. Describe your thoughts about the ban on the use of mobile phones in the classroom?
For each statement below, please rate how strongly you agree or disagree about the use of mobile
phones in the classroom.

a) I support the use of mobile phones in the classroom.

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

b) I would use a cell phone for school-related work.

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

c) I would allow my students to use mobile phones for school-related work.

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

d) I think that mobile phones could/do support student learning.

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

5. Please rate how strongly you agree or disagree that each of the features/functions of mobile
phones listed below are useful for school related work.

 send/receive email
 send/receive tweet
 access the Internet
 take a picture
 post a picture online
 record a video
 watch a video
 post a video online
 record audio
 post audio online
 play music
 play a podcast
 play a game
 use clock/alarm/timer
 use calendar
 use calculator
 use a social networking site (Facebook, Facebook, Pinterest)
 download an app
 use educational apps
6. Provide any additional thoughts about the benefits of using mobile phones in the classroom.
______________________________________________________________________________

______________________________________________________________________________

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7. I use my cell phone for school-related work.

 Yes
 No
Please explain why/why not?

__________________________________________________________________________________

8. I allow my students to use mobile phones for school-related work.

 Yes
 No
Please explain why/why not?
__________________________________________________________________________________

__________________________________________________________________________________

9. Please rate how strongly you agree or disagree that each of the following is a barrier to students’
learning when using mobile phones in the classroom.

a. Access to phones/apps
SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

b. Cheating
SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

c. Cyberbullying
SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

d. Disruption of class
SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

e. Negative impact of texting on students’ writing

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

f. Sexting (sending sexual images and/or texts messages)

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

g. Students accessing inappropriate content on the Internet

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly
Disagree Agree

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10. Please tick how often your teaching sessions have been disrupted by students’ usage of mobile
phones in the classroom at any given day
Twice a day Three times a Four times a More than four
day day times a day
10b. Please explain how these disruptions affect you as a pre-service teacher?

__________________________________________________________________________________
__________________________________________________________________________________

10b. In ways have you witnessed affected other students?

__________________________________________________________________________________
__________________________________________________________________________________

11. Pease rate how strongly you agree or disagree that banning mobile phones in the classroom will
improve student learning.

SD - Strongly D – disagree N – Neutral A - Agree SA – Strongly

Disagree Agree
11a. Explain why/why not?

_________________________________________________________________________________

12. Please provide additional thoughts about the barriers associated with using mobile phones in the
classroom.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

13. How many years have you been a classroom teacher? ______

14. What content area do you teach primarily?

 English/language arts
 Math
 Science
 Social Studies
 Art
 Music
 Other _________________________
15. How do you rate your expertise with technology?

 Novice 1 2 3 4 5 Expert

Thank you for your participation.

Survey adapted from O’Bannon, B.W., & Thomas, W. (2014).

Survey modified with questions being added.

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References

O’Bannon, B.W., & Thomas, W. (2014). Teacher perceptions of using mobile phones in the

classroom: Age matters. Computers and education, 74, 15-25.Retrieved from

file:///E:/RTnL2/ASSESSMENT%202/Parts%20needed%20for%20Assessment/READINGS%20

FOR%20RESEARCH/summarised/OBannon%20&%20Thoma.pdf

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Part C: Data Collection Protocol Explanation

The data collection protocol is designed specifically, with their consent, for pre-service teachers.

However, graduate, proficient, highly accomplished and lead teachers can participate to cover all, if

not some of the teaching profession scope. As part of the action research, this basic qualitative

survey aims at gathering pre-service teachers’ views on the disadvantages of students’ usage of

mobile phones in the classroom. The qualitative research is implemented to make sense of the

negative effects on students and teachers alike, imposed by the use of mobile phones in the learning

environment (Kervin, Vialle, Howard, Herrington & Kelly, 2016, p.33). In a modern world and society

in which mobile devices are easily accessed, the data collection protocol will inform the validity and

the necessity of students having their mobile phones with them during their learning process.

Ultimately, the data collected from this basic survey promotes positive and effective learning

environments for students, as well as teachers. While pre-service teachers take the questionnaire, it

is also hoped that they examine and reflect on their current beliefs and teaching practices.

The data obtained from pre-service teachers in the qualitative research are considered rich,

informative and educational data (Kervin, Vialle, Howard, Herrington & Kelly, 2016). Based on the

social constructivism perspective, the fundamental element in conducting a meaningful qualitative

research is good communication between the interviewer and the participants or interviewees

(Ferfolja, Diaz & Ullman, 2015). In this case, it is the pre-service teachers. Communication in this

sense refers to an open, meaningful, productive dialogue during the qualitative research process,

guided by reflective, meaningful and relevant questions. The gathered narrative essentially informs

effective classroom practices for pre-service teachers.

The questionnaire is the initial phase of the data collection protocol. It is strategically designed so

that participants are not immediately intimidated by lengthy questions. Questions also vary and

pretty straight forward. Short responses are mixed with strongly agree, strongly disagree as we;; as

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Yes/No responses to engage participants. Short responses on the other hand, is where participants

elaborate on their narrative and thoughts about their views on the disadvantages of students’ usage

of mobile phones in the classroom. Notably, time may be an issue as some preservice teachers may

not have sufficient time to write their responses. Nevertheless, as the participants are pre-service

teachers, they will be encouraged to be truthful and thoughtful in their responses because these

may inform their teaching practices.

Ideally, a group discussion or one-to-one interviews are preferred which will allow interviewer to

explore and hear participants’ negative firsthand experiences and inner thoughts about the mobile

phone issue in the classroom. The challenge with the questionnaire however, is that the questions

are quite limited. This means that data may be limited. For the sake of contextualising the negative

impact of mobile phones during the teaching process, it would be ideal to carry out a scenario in

which one of the pre-service teachers is presenting a lesson while the participants act as students

playing with their phones. Fruitful discussions will eventuate, rich data will be collected from the

exchange of narrative about ways that disadvantage learning for students and teachers when mobile

phones are being used by students in the classroom.

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References

Kervin, L., Vialle, L., Howard, S., Herrington, J., & Kelly, T. (2016). Approaches to educational

research. In Research for Educators (2nd ed., pp. 25-48). South Melbourne, Victoria,

Australia: Cengage Learning Australia Pty Ltd.

Ferfolja, T., Diaz, C.J., & Ullman, J. (Eds.). (2015). Understanding sociological theory for educational

practices. Victoria, Australia: Cambridge University Press.

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