Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
Cellphones are a growing concern for teachers in schools across the country. Should we ban them or use them as a technological aid in the classroom. This research explores the results of integrating cell/smartphones in a field-based curriculum in a alternative high school science class. The research focused on the question, “How many functions and/or applications do students use on their cell/smartphones when it is integrated in a field-based curriculum?” Students used their cell/smartphones to document, take pictures, research and send assignments during the course of one quarter. The study used a qualitative action research design. Data was collected using a pre- and post-survey, attendance records, student journals, students assignments collected, and informal teacher observations. Using cell/smartphones in the classroom provided my high school students with a way to access applications on their phones including real-time access to scientific websites for information without added cost to a school’s budget. The results of my research provided me with information about how to move forward integrating cell/smartphone in my classroom instruction including strategies to encourage my students to uses these devices are learning tools.
Action Research, Field Study, Observation, Survey
Hougo, Cynthia Ann, "Student Use of Cell/Smartphones Integrated in a Field-Based Science Curriculum" (2016). School of Education Student Capstone Theses and Dissertations. 4155.