Abstract
Mobile phones are the most popular and widely used mobile devices in the world. Besides providing users with different communication facilities (SMS messages, voice or video calls, social media etc.), they can also be used as a powerful tool for teaching and learning. Despite this popularity and widespread, the use of mobile phones in schools is the most controversial issue in Turkey, as well as all over the world. This study was aimed to determine the views of ICT teachers on students’ use of mobile phone in schools. The survey research was used in this study. Data were collected from 424 teachers working at secondary schools, high schools and vocational/technical high schools in Turkey. The results of the research revealed that mobile phones have become an indispensable tool for teachers to both access information and communicate in their professional and personal lives. On the other hand, it was determined that ICT teachers lean towards bans or restrictions on the use of mobile phones by students at school due to pedagogical concerns. We also found that teachers have different views about whether mobile phones are a need for students or not, although mobile phones are an important means for communication and gaining information in their lives. The results of the research showed that education and guidance activities for effective use of mobile phones are not carried out in most of the schools.
Highlights
The use of mobile technologies in education environments by students of different age groups has been on the rise (Sundgren, 2017; Walker, 2013)
When we look at the practices about banning mobile phones in schools, it is seen that countries have taken different approaches based on grade level
In addition to guiding their students in improving their technology literacy, Information and Communication Technology (ICT) teachers support their colleagues in developing their techno-pedagogical skills
Summary
The use of mobile technologies in education environments by students of different age groups has been on the rise (Sundgren, 2017; Walker, 2013). In the report prepared by European Schoolnet, BYOD (or BYOT) denotes allowing the employees (school administrators, teachers, etc.) or students to bring their personal mobile devices to their workplace or education centers and use these devices to access institutional (or other) information, applications, and services. Examining the mobile device use of 14-16-year-old students, Walker (2013) expresses that students benefit educationally from using mobile devices and that students believe that these devices facilitate their learning He notes how students have found creative ways of using several specifications of these devices in schoolwork, which are grouped under five categories, namely, the Internet, organizational tools (calendar, alarm, etc.), audio-visual tools (camera, voice recorder, etc.), learning tools (mobile apps, iTunes, etc.), and communication tools (social media, SMS, etc.). There are three distinct advantages provided by mEducation, which denotes technology-aided learning solutions which teachers and students can use anytime, anywhere (McKinsey & Company, 2012): It overcomes traditional time, location and collaboration constraints by simplifying access to content and experts
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