Student attitudes towards smartphone use in a pre-service teacher tech course

Abstract

In contemporary classrooms, characterized by students who are digital natives with a firm reliance on mobile phones, integrating these devices into educational activities presents an opportunity to enhance learning experiences and increase engagement. This qualitative case study investigates undergraduate pre-service teachers’ perceptions of using smartphones for learning activities in a Teacher Education Program (T.E.P.) technology course at a 4-year institution in the U.S. The researchers sought to examine how the use of smartphones influenced the students’ learning experiences. Understanding students' experiences can inform the development of strategies to enhance technology-integrated lessons and foster improved learning environments. The findings indicated that students had positive experiences with using smartphones in class. They found the devices to help enhance online learning security and were reliable, versatile, and affordable compared to other forms of technology. The ability of the devices to download and accommodate a variety of educational materials was also a valuable attribute for the students. However, challenges associated with unrestricted phone access in the classroom, including the risk of addiction, distraction, decreased engagement, and concerns regarding academic integrity, were reported. As smartphones become integral to our learning environment, educators should establish policies promoting responsible usage to optimize students' learning potential rather than imposing bans. The researchers propose that institutions invest in innovative software solutions to manage smartphone usage proactively. This approach enables students to enhance their focus and productivity during crucial learning moments while mitigating distractions posed by mobile phones.