Smartphones as an Effective Learning Tool in Classrooms - Education Essay Sample

Digital devices have been integrated into the educational system with the intention of accomplishing various aspects such as increasing learning and motivation among learners. This is as a result of the devices being a new element that is also captivating to the learners (Aagaard, 2015). The incorporation of smartphones in the learning system by instructors is also significant as it will boost their effectiveness in achieving the set objectives in the learning process. However, instructors should have the right knowledge of how to apply the smartphones in teaching. In this way, they will curb most of the negative effects that are caused by smartphones utilization (Allen, & Nelson, 2013). With the use of smartphones, teachers will see learners develop a better knowledge of vocabulary. Students also enhance their skills in comprehension and writing. This is as a result of the exposure and amount of information that they are exposed to with the use of smartphones (Bromley, 2012). It has further been observed that technology skills are enhanced through learning by smartphones. Smartphones have been linked to exposing learners to information that is complex hence the efficiency in the overall learning (Barneva et al., 2017). Instructors can ensure that smartphones are applied in the right way by learners as it will also allow students to participate with the authors and thus invite a form of attentive and in-depth reading (Gerber, & Ward, 2016). Apart from the benefits obtained from the use of smartphones in learning, there is also the aspect of collaboration where there is a connection to other individuals and even resources ( Korenova, 2015). Students have an opportunity to network thus developing an environment that is socially interactive. Learners can easily communicate in a multi-modally way with their teachers, peers and other parties. It also encourages the exchange of information that enhances the learning process (Kearney et.al, 2012).

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Advancements in technology continue to provide educators and students with smaller, more powerful devices that can be integrated into the classroom with ease (Gerber, & Ward, 2012). It is thus evident that the utilization of smartphones will continue to be in existence in the education sector.

Apart from the positive attributes associated with smartphones as a learning tool, there are also adverse effects of its application. The use of smartphones affects the process of learning and taking notes in a negative way. Students usually appear to be incapable of utilizing text books or even to study. Moreover, they are also unable and in some cases unwilling to learn anything that is considered as a form of routine (Bavelier, Daphne, & Green, 2011). Rote learning has in some cases been deemed to give the required base for the development of more creative actions. However, this has been affected by the use of smartphones in learning (Carr, 2008). Low grades have been recorded among students who usually engage in various tasks in an immediate way. The forms of technologies and especially smartphones are used in different ways by learners (Burdick et.al, 2012). A study was conducted and revealed that most females use technologies for social connections and preservation of facilitated interactions. On the other hand, males seem to utilize technology mostly for seeking online information and viewing online videos (Bellur, Nowak, & Hull, 2015).

There is also a tendency among learners, in general, to use smartphones for sending or receiving messages that are not related to class content and this disrupts activities such as taking notes and learning as well (Kuznekoff, Munz, & Titsworth, 2015). As such, these are ineffective habits of studying among students. The use of the various forms of technologies by students has encouraged universal media investigation, reinventions and reimagining of the cultural program through which they are engaged and even completely absorbed (Krogan, Patrick, & Kinsley, 2012). Nevertheless, these explorations have resulted in the development of negative thoughts and ideas that have influenced their concentration in class or of their studies (Doug, 2016).

References

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Bavelier, D., & Green, C. S. (2011). Neuroscience: Browsing and the brain. Nature, 470(7332), 37-38.

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