“Is students’ use of cell phones in classrooms a national problem?”
This question, posed on social media, and my subsequent response prompted a number of posts, responses, and private messages.
Some of the responses to me were affirming, agreeing with my position. Other responses were from a place of curiosity where people asked a question and wondered about strategies. Some of the responses came from a position of anger as though I had personally attacked educators.
This isn’t a new question. The debate about cell phone use in the classroom has been going on for years. It’s actually what led me to my doctoral research. As I watched students engage with their personal technology while in class, I began to wonder how we can engage them by using technology effectively. Through this research journey, I learned not only how to use technology to engage students but also ways in which I could get students to responsibly use their cell phones while in class.
Strategies to Implement
When I returned to the classroom as a full-time secondary teacher, I was committed to implementing my research’s last chapter, which listed “lessons to teach by.” This research into practice has allowed me to harness cell phones as a learning tool while also teaching students to use them responsibly.
Relationships. Teaching begins with a relationship with the student, and teaching responsible cell phone use is no different. When I’m teaching and a student is on their cell phone, it’s an opportunity for me to have a one-on-one conversation with the student. I tell them how I interpret their cell phone use. I tell the student that it sends the message that I’m useless, unwanted, and uncared for. I explain that I’ve worked hard to plan a lesson to share important information with students and when a student ignores me by interacting with their cell phone, I get the message that what I’m saying is unimportant. Most students think that their cell phone use is harmless. Telling them how it makes me feel is often a learning moment for the students. Often the students will apologize and feel bad because they didn’t intend to create harm. This conversation allows students to see that I care about them paying attention and that when they don’t, it sends a message that they didn’t intend to.
Planned cell phone use. Students need opportunities to engage with their cell phones. During class discussions, I’ll pause to say “Google this and let’s see how that changes our conversation.” This quick opportunity allows students to use their cell phones as a learning tool. During class activities, I’ll post QR codes that students have to scan to access resources. For example, if students are doing station work, and need to read an article, rather than photocopying handouts, I’ll leave a QR code at the station. Students can scan it and be directed to the article they need to read. This allows students to use their cell phones as a tool to access classroom learning materials.
Social breaks. Chunking class periods so that students can have opportunities to socialize for five minutes helps mitigate the use of cell phones during learning. During the social time, students can talk with each other or interact with their phones. This allows students to periodically check their text messages during the class period. When students know that they’ll be able to check on any missed messages, it seems to minimize the stress they feel about missing out on a message.
Face down. Allowing students to keep their cell phone on their desks face down instead of putting it away in their backpacks can help. There is an addiction piece. Many youths need their phone with them and experience anxiety when it’s not. Allowing them to see their device nearby can negate their need to have it in their hands.
Model it. I have a cell phone and it’s always face down on my desk. During class social breaks, I will quickly check in but then put it away. I want my students to see that I use my phone too but that I also put it away to focus on them. Students watch us and notice what we do, and don’t do. Allowing them to see me responsibly interact with my cell phone can help them to learn responsible use.
The Power of a Conversation
I’ve used these strategies for many years and have had success with students responsibly using their cell phones while in my class. Having said that, there are times when it doesn’t work and a student persists in using their cell phone at inappropriate times. If this happens, have a one-on-one conversation with the student to understand why the student is consistently on their cell phone. What the student shares may surprise you!
I once had a conversation with a student who told me that when he gets stuck on a task or doesn’t understand something, he’ll go on his phone. He said, “I’m embarrassed to ask for help because no one else needs help. I feel stupid so I just go on my cell phone.” We agreed that when he was on his cell phone, it was a signal to me to go and help him. He went so far as to say, “Don’t come and say ‘Do you need help?’ because I’ll say ‘no.’ Instead, just come and ask me to show you what I’m doing.”
Another time, when I had a conversation with a student, he shared with me that his grandparent was very sick and his mom would go to the hospital every day at the same time and that time happened to be during my class. He would text his mom every day during my class to get an update on the health of the grandparent and to send messages of love and care through his mom.
My impression of students’ cell phone use is often one that revolves around them not caring about the class but these two instances taught me not to make assumptions. Understanding why students are using their phones is helpful in working with them to explore how to use phones responsibly. Don’t assume that students are on their phones because they don’t care. Engaging in a conversation to understand the reason for cell phone use may surprise you.
Know When You Need Help
In most cases, these strategies do work, however, if the problem of inappropriate cell phone use persists, it’s important to get outside support. Start by letting the student’s parents know about the student’s behaviour. Parents need to know how often their children are interacting with their devices and how it’s impacting their learning and success in class. We as educators need to use allies to help us support students, and recruiting parents to help us to help their child is important.
If that doesn’t curb the cell phone use, get the support of your administrator. Most schools have policies centred on cell phone use and/or defiance. If a student has been consistently given an instruction and is ignoring it, don’t feel like you’re on your own. When interventions by you and parents prove unsuccessful, bring in another ally.
Conclusion
Digital technology is not going away. In fact, it’s permeating our lives even more and is arguably one of the most influential parts of our society. Cell phones are a powerful learning tool in the classroom, as long as they’re used effectively. There are steps that teachers can take to help harness cell phone use in the classroom, but if those steps prove unsuccessful, it’s up to the teacher to seek outside support. In the end, the classroom is a space for learning, and if learning isn’t taking place, whether it’s learning that is connected to the curriculum or learning about responsible and safe technology use, then interventions need to occur to ensure the classroom continues to be a place of learning.
ABOUT THE AUTHOR
Sunaina Sharma
Dr. Sunaina Sharma is an in-school program leader and secondary teacher with over twenty years experience teaching in Burlington, ON. She strives to put the learner’s needs at the forefront of all program planning, classroom teaching, and professional learning so that students are participating in authentic and relevant knowledge construction. Her doctoral research centred on understanding how to leverage digital technology in the classroom so that it supports student engagement.
This article is featured in the Fall 2022 issue of Canadian Teacher Magazine.
