My name is John Owen, pursuing a Bachelor’s degree in Law. I am writing to inform of the important of letting students access their phones in the classroom, and to ask you to do everything in your power to ensure that the lectures reconsider their stand on phone abolition in the classroom. I am a student at the university and I know firsthand how phone access in the classroom supports academic achievement, increases connections to classroom content, keep students engaged in the lectures, and has a positive effect on the entire learning experience.
Since the beginning of the semester, students have been barred from accessing their cell phones in the classroom as majority of the lecturers believe that students easily get distracted by the gadgets which account for the witnessed deteriorating performance in some courses (Williams and Harry 689). I am aware of the fact that instead of learning, some of the students access social media platforms during the lessons. This has affected their concentration abilities, and has impacted their overall performance at the University (Williams and Harry 689). While this may be true, it is important to acknowledge the fact that cellphones have great learning benefits which may improve performance of students.
Access of cell phones can enhance student engagement with language. Using phones for learning has been proven to be significant in reading and writing learning and can benefit students in both in-class and out-of-class activities (Williams and Pence 685). Similarly adopting cell-phone learning strategy enhances engagement through collaborative processes, differentiated pace of learning, and practical application. According to Kiernan and Aizawa, an experiment on mobile technology classroom showed that the learning process can encourage personalized learning, increased writing skills, motivated learning, collaborative uses, and engagement in learning activities which results in increased time spent on the time students spend in learning as well as increased work quality (78). Further experimental groups should consistency in the high scores of ESL exam after adopting self-paced mobile learning in the classroom.
Considering a mobile learning environment can increase engagement during lectures. Many teachers have always searched for the techniques which can be used to engage students in the learning settings. Recent studies have supported the integration of cell-phones in the education system as it increases interactivity as well as in the feedback and general enthusiasm among students. Mobile interaction programs like SpeakUp can enhance the cooperation between teachers and students in classroom discussions and may facilitate engagement of students within the classroom, encourage participation of needy students, increase formative data assessment, and motivate the students to frequently participate in the classroom. These mobile platforms will enhance our learning as students and improve our interaction with the lecturers towards better learning experience.
Mobile phones in the classroom also create favorable learning environment as students are able to absorb teach applications and creative methodologies. SMS and polling, for instance, are constructive and worthwhile tools that enhance the communication between students and teachers (Martin and Jeffrey 78). Students have reported that these tools are immensely helpful in the broader course content. The SMS vocabulary deliver aids in regular study which increases retention, and has been reported to be the most preferable mode of study compared to the traditional practices of writing notes which we still do currently in our classes. In order to increase the effectiveness of lecturing, we as students welcome cellular polling programs as they can aid in the instantaneous feedback and assessments that are available throughout the lessons (Martin and Jeffrey 78). I believe that such knowledge will improve our interpretation of results, and indicate the areas in which we need to improve or where the lecturers should redress.
Furthermore, studies have reported that there are cell phone applications that are aimed at supporting concept reinforcement in the classroom and support student learning ( Sharples 181). In China, for instance, mobile phone cameras have been integrated in language lessons and the teachers have admitted that the inclusion has changed students’ attitude towards cell learning, perceived learning, technological readiness, and perceived appropriateness. These aspects of learning show that students are ready to embrace the cell-based learning technologies (Wang, Chen, and Fang 9). Rinehart noted that students prefer phone-based materials for their ease in learning and convenience. An additional study conducted by Pursell indicate that phone flash cards can aid in the understanding of more fundamental and complex concepts such as organic reactions and chemical exchange in chemistry (1219).
Considering all the highlighted benefits of cellphone integration in the learning process, I believe that Collin University deserves to give itself the opportunity to enhance student experience in the classroom. Our university is the best in the region in terms of service provision and syllabus coverage. There is, therefore, a need to consider implementing various cellphone programs that will enhance the learning process. Additionally, students should be educated on the importance of concentration in the classroom and how to turn their cell phones into learning resources. If these measures are put in place, I am confident that we will continue being the best university that offers students the most interesting learning experience.
Yours Sincerely,
Works Cited
Wang, Feihong, Chen Xin, and Fang Weini. "Integrating cell phones into a Chinese high school EFL classroom: Students’ attitudes, technological readiness, and perceived learning." Journal of Educational Technology Development and Exchange (JETDE) 4.1 (2011): 9.
Williams, Antony J., and Pence Harry E.. "Smart phones, a powerful tool in the chemistry classroom." Journal of Chemical Education 88.6 (2011): 683-686.
Sharples, Mike. "The design of personal mobile technologies for lifelong learning." Computers " Education 34.3-4 (2000): 177-193.
Kiernan, Patrick J., and Kazumi Aizawa. "Cell phones in task based learning-Are cell phones useful language learning tools?." ReCALL 16.1 (2004): 71-84.
Martin, Florence, and Jeffrey Ertzberger. "Here and now mobile learning: An experimental study on the use of mobile technology." Computers " Education 68 (2013): 76-85.
Pursell, David P. "Adapting to student learning styles: Engaging students with cell phone technology in organic chemistry instruction." Journal of chemical education 86.10 (2009): 1219.
Kiernan, Patrick J., and Aizawa Kazumi. "Cell phones in task based learning-Are cell phones useful language learning tools?." ReCALL 16.1 (2004): 71-84.
