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PART A

The use of mobile phones have gradually increased into educational settings over the past 2
decades. The power, portability and wireless communication makes mobile phones a great
learning tool with significant potential in both outdoor and traditional classrooms (Sung,
Chang & Liu, 2015). Mobile phones have become more accessible and highly functional thus
their use has become highly significant in today’s community. Therefore the incorporation of
mobile phones in classrooms has ultimately risen (Thomas, O’Bannon & Bolton, 2013).
Researchers have found that the increased engagement and motivation are the biggest
benefits of mobile use in the classroom which are necessary elements of student learning
(Roblyer & Doering, 2010; Williams & Williams, 2011). The use of mobile phones in
educational contexts can promote highly engaging teaching methods such as game-based
learning, cooperative learning and exploratory learning outside the classroom. These methods
will not only create higher engagement opportunities but also stimulate creativity, improved
problem solving, communication and provide instant feedback. This paper will focus on Pre-
service teachers views on the advantages of the use of mobile phones in the classroom.

According to Hwang & Tsai (2011) and Kolb (2011) the incorporation of mobile devices into
lessons is essential in increasing engagement and should be incorporated into lessons as much
as possible. Using mobile phones for videos, quizzes, podcasts and other activities help
students to connect their culture to their learning, ultimately making learning more
meaningful and engaging. Kolb (2008) studied a total of 1,500 students between the ages of
10-17 that spent at least 4 hours a day on their mobile phones, therefore he found that the
incorporation of these devices in classrooms may increase the zeal of the students towards the
content. According to Hartnell-Young and Vetere (p. 328, 2008) if students used mobile
phones in classrooms they “were able to cross boundaries between school and social
contexts, thus contributing their life experiences to school curriculum”. This provides an
opportunity to educators to utilise diverse pedagogical approaches to allow students to attain
knowledge. This was supported by Sad & Goktas (2014) who studied 1087 preservice
teachers from two different universities. They found that mostly all of the teachers had
positive perceptions of using mobile devices in classrooms through videos and quizzes. Pre-
service teachers were found to be identifying increased engagement and higher learning
attainments as the main result of mobile phone implementation. Furthermore Ertmer &
Ottenbreit-Leftwich (2006) explain that preservice teachers use mobile phones to create an
authentic and engaging learning experience for students promoting open-ended inquiry,
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metacognition and provide students to control the direction of their learning. Teachers need
to implement the use of mobile phones appropriately were students are able to not be
distracted but rather be directed towards a meaning and engaging learning experience.

Mobile phones have been used to communicate information for administration such as
homework, security alerts, communication with parents and attendance. However mobile
phones have been increasingly used for student learning and engagement through web
browsing, online quizzes and content revision. Herrington, Herrignton and Mantei (2009)
found that the engagement levels increase through the incorporation of mobile devices as
knowledge construction is supported through representation, sharing and reflection. Thomas
& O’Bannon (2013) found that 80% of the preservice teachers they had interviewed
emphasised that the use of mobile phones increases the positive effects of the feedback
process. Similarly, Sung, Chang and Liu (2015) found that the difficultly of providing
feedback for formative assessment can be solved instantly. Students can be provided
feedback through apps where they can view their results and comments whenever and
wherever. This will in turn cause students to be more attentive and engaged in their learning
as they will be using devices which they think as enjoyable. Furthermore Kukulska-Hulme
(2009) also proposed that providing feedback through mobile devices not only facilitates
corporative learning but also increase discussions all contributing to the students engagement
in the classroom. Feedback has always been an integral part of student learning but the
mobile devices provide an opportunity to increase the engagement to the feedback being
provided.

Sad & Goktas (2014) explain that the use of mobile phones for formative assessment in the
form of mobile quizzes has not only been found to be useful and engaging (Sung, Chang &
Liu, 2015; Wilkinson, 2016). But rather the biggest advantage in educating students
according to pre-service teachers. Wilkinson (2016) explained that online quizzes create
positive engagement levels to the subject area and students willingness to learn. Wilkinson
(2016) found that the cognitive engagement of students dramatically increased through online
quizzes. This study found that by using mobile devices for quizzes in the classroom led to
higher engagement levels of 25% leading to higher knowledge acquisition and retention
(Wilkinson, 2016). Similarly Sad & Goktas (2014) supported the concept that using mobile
devices promote the effects of formative assessment, according to pre-service teachers. He
found that this promoted in-class discussions contributing to higher engagement levels for the
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students. This study also found that these type of quizzes encouraged students to ‘study
more’. When students are encouraged to check their learning process and understanding the
content they are automatically engaged in content. Using mobile phones as a formative
assessment device acted as a catalyst which promoted outside and in class discussions
supporting the students learning.

In conclusion, currently mobile phones have become an integral part of our lives which is not
limited to the education system. The wide range of literature and peer reviewed journals all
emphasise that preservice teachers perceptions on using mobile phones in the classroom are
highly positive. The advantages of using mobile phones in the classroom are mentioned in
this report but the ultimate aim of this report was to present the advantages according to
preservice teachers. This included but not limited to using mobile phones as an assessment
tool, feedback and content revision.
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PART B: Data Collection Protocol

Dear Potential Participant:

I am working on a project titled Pre-service teachers views on the advantages

of students’ use of mobile phones in the classroom, for ‘Researching
Teaching and Learning 2,’ at Western Sydney University. As part of the
project, I am collecting information to help contribute to the conversation on
preservice teachers perspective on the use of mobile phones.
This data protocol will consist of questions for preservice teachers in
identifying the ways in which they utilise mobile phones in the classroom
and their views while also considering the school environment

By signing this form, I acknowledge that:

• I have discussion by involvement and the information with the researcher



• The processes have all been explained to me and any questions I may have
had have been answered with my understanding

• I consent to my answers being de-identified, so will my personal

information and my answers will be gathered as data. 


• I understand that the information I provide will only be analysed

‘Researching Teaching and Learning 2’ unit.

• I understand that I can remove myself from this project at any time 

Mobeen Afzal 17472005

By signing below, I acknowledge that I am a full-time university student

who is 17 years old. 


Signed: __________________________________ 


Name: __________________________________


 Date: __________________________________ 

Mobeen Afzal 17472005

O’Bannon & Thomas (2014)

1. The type of cell phone that I own is a ___________.
 Basic phone (no data plan)
 Smartphone (with data plan)
 I do not own a cell phone.

2. I let my students use their phone to _____________(Check all that apply).

 send/receive text message
 send/receive email
 send/receive tweet
 access the Internet
 take a picture
 post a picture online
 record a video
 watch a video
 post a video online
 record audio
 post audio online
 play music
 play a podcast
 play a game
 use clock/alarm/timer
 use calendar
 use calculator
 use a social networking site (Facebook, Pinterest)
 download an app
 use educational apps
 use as a feedback tool
 scan QR codes
 create QR codes
 other_________________________

3. Please select the cell phone policy that most closely aligns with your school policy.
 Mobile phones are not allowed on school grounds.
 Students are allowed to have mobile phones on school grounds but must be in the OFF
mode.
 Students are allowed to have mobile phones on school grounds but can only use them
before and after school.
 Students are allowed to have mobile phones on school grounds but can only use them
before and after school, during class changes and
during lunch.
 Students are allowed to use mobile phones throughout the school day for instructional
purposes.
 Other _________________________

4. I Believe that the use of mobile phones in the classroom is Highly advantageous (circle one
of the following)
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Strongly Disagree Disagree Neutral Agree Strongly Agree

PART C: Data Collection Protocol Explanation

The data collection protocol for the artefact analysis presumes that teachers have had some
experience in the classroom in applying mobile phones. The purpose of this research is not
simply find out the advantages of using mobile phones but rather preservice teachers views
and their advantages according to them. As a piece of action research, the study recognises
the work of O’Bannon & Thomas (2014) and provides data to be compared with other data
sets. The results from the data protocol will provide evidence as to whether preserive teachers
view the use of mobile phones in the classroom in a positive light. And also what ways are
students able to utilise their phones in the classroom while highlighting the school policy.

The questionnaire will provide in-depth analysis of the implementation of mobile phones in
the classroom and in what ways teachers implement mobile phone usage. This data collection
is designed to be semi structured, in a relaxed setting with open ended questions allowing
participants to reflect on their individual viewpoints. Allowing them to share their own
beliefs and attitudes in regards to their own views of mobile phones in the classroom. This
allows the researcher to identify and gain a deeper understanding of these viewpoints
allowing the data to be utilised to its full potential (Jacob & Furgerson, 2012; Mertler, 2014).

This quantitative approach allows for a deeper understanding of the ways in which educators
are using mobile phones as pedagogical tools. The data protocol also considers the teaching
context and school culture to identify any barriers of not using mobile phones in the
classroom. This study also allows further research to be conducted on the advantages of using
mobile phones in classrooms according to preservice teachers.
In regards to the relation between the subtopic and overarching research topic: Preservice
teachers perspectives on mobile phone usage in the classroom. This data collection not only
aims to find the different ways in which mobile phones are utilised but also the views of
teachers which are being explored by other academia (Sad & Goktas, 2014 and Thomas &
O’Bannon, 2013). The subtopic ultimately provides the advantages/benefits of using mobile
phones according to teachers contributing greatly to the overarching topic.
The ethical principles of informed consent has been taken highly into consideration to this
data collection protocol. Teachers names and the schools they work at have not contributed to
Mobeen Afzal 17472005

this study. The consent forms have been issued to all the teachers participating in this data
collection.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: how

knowledge, confidence, beliefs, and culture intersect. Journal of Research and Technology in
Education, 42(3), 255–284. Retrieved from https://files.eric.ed.gov/fulltext/EJ882506.pdf

Hartnell-Young, E., & Vetere, F. (2008). A means of personalizing learning: Incorporating

old and new literacies in the curriculum with mobile phones. The Curriculum Journal, 19,
283–292. Retrieved from https://eric.ed.gov/?id=EJ821654

Herrington, A, Herrington, J and Mantei, J, (2009), Design principles for mobile learning, in
Herrington, J, Herrington, A, Mantei, J, Olney, I and Ferry, B (editors), New technologies,
new pedagogies: Mobile learning in higher education, Faculty of Education, University of
Wollongong.

Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: a
review of publications in selected journals from 2001 to 2010. British Journal of Educational
Technology, 42, 65-70. Retrieved from
https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1467-8535.2011.01183.

Kolb, L. (2011). Adventures with cell phones. Educational Leadership, 68(5), 39–43.
Retrieved from https://eric.ed.gov/?id=EJ972029

Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL,

21(2), 157. Retrieved from http://doi.org/10.1017/S0958344009000202.

O'Bannon, B., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the
classroom: Age matters!. Computers & Education, 74, 15-25. Retrieved from
http://dx.doi.org/10.1016/j.compedu.2014.01.006

Roblyer, M. D., & Doering, A. H. (2010). Integrating educational technology into teaching
(5th ed.). Boston, MA: Allyn & Bacon/Pearson

Sad, S. N., Goktas, O. (2014). Preservice teachers’ perceptions about using mobile phones
and laptops in education as mobile learning tools. British Journal of Educational Technology,
45 (4), 606-618. Retrieved from https://onlinelibrary-wiley-
com.ezproxy.uws.edu.au/doi/epdf/10.1111/bjet.12064

Sung, Y., Chang, K., & Liu, T. (2015). The effects of integrating mobile devices with
teaching and learning on students' learning performance: A meta-analysis and research
synthesis. Computer And Education, 94, 252-275. Retrieved from
https://doi.org/10.1016/j.compedu.2015.11.008

Thomas, K., O'Bannon, B., & Bolton, N. (2013). Cell Phones in the Classroom: Teachers’
Perspectives of Inclusion, Benefits, and Barriers. Computers In The Schools, 30(4), 295-308.
Retrieved from https://doi.org/10.1080/07380569.2013.844637
Mobeen Afzal 17472005

Wilkinson, K. (2016). The Integration of Mobile Learning App-based Quiz-Games in Higher

Education Teaching of Anatomical Sciences. School of Science and Technology Middlesex
University. Retrieved from
http://eprints.mdx.ac.uk/22164/1/KWilkinson%20thesis_Redacted.pdf

Williams, K., & Williams, C. (2018). Five key ingredients for improving student
motivation. Research In Higher Education Journal, 11, 1-23. Retrieved from
https://scholarsarchive.library.albany.edu/cgi/viewcontent.cgi?article=1000&context=math_f
ac_scholar