Examples of Cell Phones in the Curriculum

From Thursday's technology coordinator meeting, my colleague at Heartland Denise Krefting presented on how to use cell phones in the class room. With her was Susan Hope (communications teacher from Waukee) and Crista Carlile (science curriculum supervisor for Des Moines), both of whom demonstrated how they have used cell phones in the classroom.

All three shared several good applications, as we had a chance to test them out during the meeting. For teachers looking to experiment using cellular technology, this was a good discussion of what to think about.

By the way, the UStream streaming recording worked very well. Unfortunately, my camera skills are embarrassing. In an attempt to get my camera close enough to the projector to see text, I managed to not be able to film Susan.

Cell Phones, Part 3

We've looked at an overview of the cell phone issue and how you can use them in the classroom, so I'll finally weigh in on this: Schools need to adjust (read: relax) cell phone policies, much like they need to do with filtering, to recognize the reality of present day technology and that schools have a duty to teach responsible use.

If for nothing else, taking a constructive view of cell phone use in schools sends the following messages:

• We acknowledge we are living in the 21st century, where people can connect and gather information outside of the instruction that we deliver
• We want to work with our students and parents, not against them
• We want to adjust our methods and curriculum to the lives and learning habits of our students, not vice versa
• We believe that students can learn correct usage and responsible behavior, and that we don't need to resort to barring access.

And, a point that cannot be overstated, when you create a policy that is stringent, you have to have the means to enforce it. Which, in this cell phone-ubiquitous age, is impossible. Jon Tanner has a good discussion of those items on his blog.

These messages are great in print, but will get tested the first time a student in texting in class instead of listening to your teacher, and that will happen early and often. Staff truly have to believe in the above statements. (Which, ironically happens when staff are asked to turn in their cell phones before the beginning of a day long inservice).

When it comes to using cell phones for instruction, however, we are just starting to see the pros and cons. I'll admit my shortcomings, I've only seen the use from an outside perspective, not as an integrating teacher. And, this list will change over time. Regardless, here are my thoughts:

PROS:

• Cell phones are the future, and we can be ahead of the curve on this one
• Using them in instruction has always resulted in more engagement, from what I have observed
• The methods for teaching with them are very promising and mirror work in the Iowa Core.

CONS (consider these "caveats"):

• Yes, this will change, but as for now, cell phones are severely limited for input ability. Yes, you can type a paper on them, but that doesn't mean you should. This includes the iPhone, which is amazing, but not as powerful as a laptop.
• While often easily dismissed, there are students who don't have them, and there are real consequences to this. And, it isn't with SES this time. But it can be very embarrassing for children who have parents who philosophically will not allow their children to have phones. Suddenly, the fact you don't have a phone is out in the open, and you have to borrow someone else's. Know your student body's emotional psyche very well before going down this road.
• From what I have observed, there is a definite danger of "being about the tool instead of the teaching". Or as I fall back on, your "toolishness is foolishness". In good integration, the technology is invisible... students don't even think about themselves using it. I've never seen a cell phone unit where this has been the case. Students always leave the room saying "Hey, we got to use cell phones in class today!"

The truth with that last point is interesting for me, because while that is the main reason I'm skeptical of their use in class today, the reality is, if they are used frequently enough, they do become invisible. A steady, sound integration of cell phones can be very successful, and therefore, worth pursuing.

Cell Phones, Part 2

When we left off, we posed the question, "How could a teacher use cell phones in the classroom?" Here are some of the top applications being used today:

1. Using Poll Everywhere as a formative assessment tool. This program (free up to 30 responses per question) reminds many of the "Clicker" classroom response systems. Post a question, factual or opinion-seeking, and have students text in their answers. The website will generate instant graphed feedback. Use it to assess prior knowledge, to check students understanding, or to gather data on classroom opinion surveys.

2. Using Gabcast as a podcast tool. Gabcast allows you to record a phone message, and then it takes the file and posts it "podcast-ready" on the internet for you. It takes a lot of the technical knowledge of making a podcast (like via Audacity) out of the equation, and cell phones can give more students access when computers are scarce. Podcasts can be not only student projects and speeches, but also student singing or playing of instruments, and recording a classroom discussion. A different spin on this, use cell phones for students to record comments to voicethreads (I have an earlier look at voicethread here).

3. Use as an organizational tool. Depending on the phone that you have, they will come with notepad, calendar, and contact information. These tools can help those who struggle with organization since they are all contained in one place (the phone), and it ties into skills they already have. If you would like more than what your phone can provide, Dial2Do is a tool where you call in and it can send an automated email reminder (as well as many other functions).

4. Use as a text alert tool. A program like TextMarks can organize a group (such as a class) so that they can all give and receive text alerts and be on the same page. TextMarks advertises this as "Many-to-Many Text Discussions". This again ties into the way students communicate and connect today (sending email to a student account is so 2002).

5. Using Flickr or Blogger as a photocast tool. Students take images (or even video) with their phones camera and then post the images through a call. In addition to visual literacy projects, this too is a formative assessment tool, having students show updates on different steps in a process they are doing.

Like many other Web 2.0 tools, these tools are free for basic use. A special word of caution for students to know their plans, as texting can result in charges. UPDATE: As of 3/1/09, Gabcast is no longer a free service. While it isn't quite as featured as Gabcast, try out Gcast as an alternative.

In an upcoming post, we'll look at some of other cautions educators should be thinking about before making the cell phone plunge.

Cell Phones, Part 1

Last week, the Quad City Times reported on Deb Berry's proposal to ban cell phones from all of Iowa's classrooms. Berry is a state representative from Waterloo, and is being driven to tackle what she feels is a critical issue:

Rep. Deb Berry, D-Waterloo, thinks teachers, administrators and parents are on her side. She understands it may inconvenience tech-dependent teens, but she looks at the ban as a safety issue.

Students are using cell phones to organize fights and pass test answers, for example, she said. Use “is out of control,” Berry said.

Besides, Berry, who is 50, said generations of Iowans have survived high school without cell phones.

When parents needed to contact their children, they called the office and left a message.

Berry’s bill would require school boards to establish policies prohibiting the use of cell phones during classroom hours.

The irony here is that this move seems very reactionary, especially given that more schools are rethinking their cell phone policies, seeing that they are fighting a losing battle, and looking at cell phones as somewhat analogous as calculators in education.

THE BASIC DILEMMA

If you are in a secondary school, you understand the basic frustration. It's not that a classroom is a constant symphony of ring tones. It is rather texting and the need to "suddenly go to the bathroom" to have a 15-minute phone conversation that drive many educators crazy. And with many educators, the fear of using the phones to cheat on tests is reason enough to ban them from the classroom.



But on the flip side, cell phone policies are largely unenforceable. There are great discrepancies between teachers who confiscate left and right, those who don't have the where-with-all to notice when students are using them, those who don't care if students are using them, and those who have active classes where students don't have the time to use them. And even when they are taken, it doesn't seem to deter students.

And, many schools will mention involving the parents is a mixed bag as well. Some will be very supportive and take away their child's cell phone privileges, while others will argue that the cell phone is a necessary link to their child.

NOT GOING ANYWHERE

The reality is, cell phones use will only increase. In 2008, 17 million teens had a cell phone, which represented 79%. And in a 2006 techweb survey, 95% of parents would rather they remain in control of their child's use of a cell phone than the school. If Berry honestly feels parents are "on her side", she is sadly mistaken.

Plus, we are in the time of rapid technology development for cell phones, with the advent of 3G networks and the ability to push down huge amounts of data. The iPhone revolution is only in its infancy, and it is worth note that Apple's top developers are working on enhancing future generations of its mobile devices, the iPhone and iPod, instead of computers. Could it be that Steve Jobs feels the iPhone is the future of computing, with its ultra-portability and connectivity?

If so, it would behoove educators to be ahead of the curve with this new technology. Think about this: 71% of households have internet access, but 82% have cell phone access. And, unlike internet access, there is no correlation with SES.

CAN YOU USE CELL PHONES IN THE CLASSROOM?

The traditional thought is no, other than flat-out gadgetry. But traditional thought was soon proven antiquated for calculators. Consider this quote on paper and pencil from the 1815 Principal Association:

Students today depend upon paper too much. They don’t know how to write on slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?

Which looks strikingly similar to that paragon of educational reform, New York City mayor Michael Bloomberg:

We are not going to allow iPods and BlackBerrys and cellphones and things that are disruptive in the classroom. Classrooms are for learning. Teachers cannot be expected to look under every kid’s desk at what they’re doing.

The better response is "How?" This is where the work of people like Hall Davidson, Marc Prensky, and Liz Kolb (check out there websites to see the work they are doing with cell phones in the classroom).

I'll look at more specific uses of cell phones in the classroom in the next post.