University (Potchefstroom Campus) School of Human and Social Sciences for Education Faculty of Education Science Republic of South Africa [email protected]

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Title

Integrating cell phone technology to support and enhance teaching, learning and assessment practices in the History classroom by making use of the learner response service Poll Everywhere. com

"To prepare kids for their future, we need to start speaking the language of kids. They’re using this stuff anyway - let’s teach them how to use it productively”.

Matt Cook, a teacher near Texas

Overview

1. Introduction and background 2. Cell phone policies in schools worldwide 3. Why should History teachers in SA consider the integration of cell phones as a teaching, learning and assessment tool in their classrooms?

4. Practical demonstration on how the cell phone can be used as a teaching, learning and assessment tool in the history class 5. History learners' feedback after the use of the cell phone in their class 6. Conclusion

1. Introduction and Background

 In recent years there a growing amount of research concerned with integrating mobile technologies for the teaching and learning purposes  But the utilisation of the basic low tech cell phone to assist teachers in teaching, assessing and direct learning is still regarded as a relatively new phenomenon worldwide  This is notwithstanding the fact that cell phones becoming increasing more affordable and accessible to everyone in both the developed and developing countries

1. Introduction and Background

• In 2011: 87% of the world’s population possessed a cell phone • Traditional school policies inhibited teachers from the opportunity to embrace this popular handheld device as a tool for learning in their classes • Various reasons why schools policies worldwide limited or banned cell phone use in classrooms:   It is seen as a disruptive force which distracts learners’ attention Creates worries about learners become involved with activities such as cheating, visiting inappropriate websites, sexting, and to engage in cyber-bulling

2. Cell phone policies in schools worldwide

• In the United States more than 70% (2010) of the high school learners are in possession of a cell phone • A 1997 national school policy ruled that “the possession or use of cellular telephones by students within schools buildings is prohibited" • 69% of the schools had stuck to the ban • Some school somewhat loosened the ban by allowing their high school learners to carry cell phones during the day on the condition that they are not in use or sight during class hours • Some schools were prepared to allow the use of cell phones in classes providing that the teacher has asked permission in advance with an explanation of what will be done and why it is necessary

2. Cell phone policies in schools worldwide

• In some cases where schools started to realise the value of cell phones as an teaching, learning and assessment tool they lifted the ban by allowing teachers to incorporate it into their lessons • United Kingdom there is still a “policy vacuum” regarding cell phone use in schools: Left each school to decide what best practice is for them • A few schools imposed a complete ban while others allowed them on the school grounds provided they are switch off and put away • In some schools however, cell phones are allowed in classes at the teacher’s discretion with punitive measures when misused

2. Cell phone policies in schools worldwide

• In Canada policy once unilaterally dictated that cell phones should be turned off and stowed away during school hours • But in some schools teachers are now permitted to use them at their discretion • In the case of Asia clear national-level policies, plans and actions to promote cell phone use in classes are for the greater part still lacking • In South Africa no formal national policy on the use of cell phones at schools presently exists

2. Cell phone policies in schools worldwide

• Pressure is practised by some school organisations such as the National Association of School Governing Bodies (NASGB) for a no-tolerance policy • The NASGB is supported by the Department of Basic Education

2. Cell phone policies in schools worldwide

• From the above we can conclude:  There is to a great extent a tendency in schools worldwide to allow their teachers to embrace and integrate cell phones as a pedagogical tool in their classes despite existing national school policies that disallows it  As in the case with South Africa where a national cell phone policy for schools is still lacking, it leaves the door open for those teachers to use it as a technological teaching, learning and assessment tool

3. Why should History teachers in SA consider the integration of cell phones as a teaching, learning and assessment tool in their classrooms?

• Regardless of their diverse socio-economic status a large number of secondary school learners in South Africa are in possession of a cell phone (Kreutzer, 2009:54) • In the provinces of the Western Cape and Gauteng alone, approximately 84.8% and 88,4% of learners in secondary schools respectively owns a cell phone • Teachers of today represents the younger generation who were born after the 1980s (“Net generation”) • They have grown up surrounded by digital technologies and will therefore be more comfortable and willing to take chances to experience with mobile devices in their classes than their older counterparts

3. Why should History teachers in SA consider the integration of cell phones as a teaching, learning and assessment tool in their classrooms?

• These "Net generation" of teachers are learning differently in the sense that they respond much better to active experiential learning opportunities than the traditional lecture-style of teaching • For most of our 21 indispensable tool in the manner in which they experience their world st century learners the cell phone became an • They share in the digital age by skillfully apply the technology their cell phone offers to access information and other learning resources outside the classroom • But returning to the traditional learning environment of a classroom the applications of their favourite device are in most cases disregarded as a tool that can support their learning

3.Why should History teachers in SA consider the integration of cell phones as a learning tool in their classrooms?

• The challenge is therefore to “develop designs” in which connections between these two settings will be made • Pedagogical approaches such as constructivism, blended learning, collaborative learning and active learning are all embedded in mobile learning (Most of these approaches are asked for in the CAPS ) • Studies in the literature proofs that teachers and learners are ready to share in this undertaking as both groups have positive perception levels towards the use of technology in the classroom • • Research shows that teachers are keen to use technology applications to support their lessons, but are against a teaching and learning process that only relies on technology

4. Practical demonstration on how the cell phone can be used as a teaching, learning and assessment tool in the history class

• An demonstration will follows on how the cell phone can be used in the history class as an extended and enriching teaching and learning tool in an attempt to bridge the gap between the informal and formal learning environments • This will be demonstrated with learning content on the World War II, the use of instant Short Message Service (SMS) and the learner response system Poll Everywhere.

• Grade 9 learners will be utilised for this demonstration building on research that suggest that pupils in secondary schools dispose of a high level of mobile learning readiness