The first handheld mobile phone call was made forty years ago, on the 3rd of April 1973. There had been mobile phone before, in cars and lorries, but forty years ago saw the first phone call from a handheld cellular mobile phone. Well you also needed to carry a bag too (for the battery).
I suspect most (it not all) the people reading this blog post have a mobile phone, or if they don’t they did at one time.
It’s interesting that a technology, which has reached such a milestone, is still seen by many teachers and practitioners as disruptive and should be banned in classrooms.
The reality is that learners don’t use mobile phones in classrooms in the way they were envisaged, for making phone calls! The problem many practitioners have with mobile phones is not with the phones themselves, neither with learners making phone calls in lessons, the problem is a very different issue.
The mobile phone today is a very different device and in many ways a different concept to the one we saw back in 1973. The mobile phone today is much more than just a voice communication device, it can do so much more. I have done this exercise at many mobile learning workshops, I ask the participants to list all the different things they do on their phones. Interestingly, making phone calls is either not mentioned or very low on the list. The sorts of things that people today do on their phone includes (and is certainly not limited to) texting, social networking, photography, film making, audio recording, playing games, reading books, looking at magazines, listening to music and other recordings, watching video, streaming video, doing quizzes, creating content, and so much more…
It is this functionality that makes the mobile phone so much more than what was first seen back in 1973, and it is this functionality that teachers see as disruptive and challenging to manage.
Banning mobile phones or asking students to turn them off, is not a real solution, at most conferences and events when delegates are asked to turn off their phones, most will turn them to silent mode. So much so that conference organisers seem to ask people now to turn them to silent mode rather than turn them off. I am sure many learners in a classroom situation will do something similar.
The question you have to ask is why are learners switching off in lessons and using their mobile phones? Yes there will be the odd learner who is addicted to their phones and can’t help themselves using it. However these learners are in a very small minority. Think about if this was the case for all learners, then in all lessons, all learners would be disengaged and using their mobile phones; now that doesn’t happen.
Rather than blame the learners, the key is to think about why they are disengaging in your lessons. Why are they switching off from learning and switching on their phones?
Another possible solution is to embrace the use of the mobile phone and make it part of the learning process, as well as making the learning engaging and interesting. The very functionality that can be so disruptive or attractive to learners, can also be effective in supporting learning and assessment.
Engaging doesn’t always mean interactive and doesn’t mean that it can’t be hard or difficult. Thinking about challenging problems is an effective learning process.
The mobile phone is forty years old, in many ways the disruptive nature of mobile phones is new, but only because the mobile phone has evolved into something very different from a device used to make mobile phone calls.