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
At-risk Students, Science, Technology, cellphone integration
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.