Module 9: Classroom Behaviour Management and Technology

The series of posts within this blog have discussed the many benefits of technology introduced into education in terms of enhancing student engagement and learning. However, mobile phones and other digital devices do allow students constant access to social media, gaming and other applications that aren't relevant to lessons and may cause distraction within the classroom. Based on my research, I've found that distractions and misbehaviour due to technology can be avoided with effective classroom management and so do not believe they should be banned within schools. 

Mobile phones are so becoming ubiquitous among students that their regulation is challenging, let alone attempting to completely ban them within schools (Yan, Chen, & Yu, 2013). Secondly, they are an effective learning and teaching tool, which has been extensively shown in research (Chen, Chang, & Wang, 2008; Chu, Hwang, Tsai, & Tseng, 2010; Chuang & Tsao, 2013). That being said, researchers have also documented various issues related to mobile phones use at school, including distractions in learning and how this negatively impacts on academic performance (Campbell, 2006). Cheating by accessing the internet and stored notes (St. Gerard, 2006) or using calculator functions during math tests are also problems reported. Some studies have even reported clinic symptoms of psychological distress as a result of mobile phone use in schools (Beranuy, Oberst, Carbonell, & Chamarro, 2009).

Research studies have also shown that digital technologies can be effectively incorporated into schools if there is effective classroom management (Hilary, 1991). Lim, Pek and Chai (2005) identify five elements of classroom management required for successful integration; these are instruction on use of technologies, establishment of the role of teacher, using students as helpers, technical support for teachers and establishment of explicit rules. It is often overlooked that students can also be faced with technical difficulties. Richards (1999) showed that students who are less technologically knowledgable can be overwhelmed and thus become disinterested. Teachers should then provide instructions for regularly performed tasks and demonstrate new skills before each lesson (Hudson & Notman, 2001). With the introduction of technology, there has been a shift in classroom dynamics from teacher-directed to student-directed, which brings about changes in the teachers' role and form of management (Tiene & Luft, 2002). Effective teachers are aware of every aspect of the classroom and they communicate this to students. Randolph, Scolari and Bedient (2000) recommended that teachers assign knowledgable students to take care of routine tasks and provide technical assistance to their peers (Marcovitz, Hamza, & Farrow, 2000). This allows the teacher to focus on the lesson and allow for continuity in the lesson. Finally, the establishment of rules and procedures by teachers keep students on task and minimize the occurrence of misbehaviour among students. 

References 

Beranuy, M., Oberst, U., Carbonell, X., & Chamarro, A. (2009). Problematic Internet and mobile phone use and clinical symptoms in college students: The role of emotional intelligence. Computers in Human Behavior, 25(5), pp. 1182–1187. 

Campbell, S. W. (2006). Perceptions of mobile phones in college classrooms: Ringing, cheating, and classroom policies. Communication Education, 55, pp.280–294.

Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information aware techniques. Computers and Education, 50(1), pp. 77–90.

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers and Education, 55(4), pp.1618–1627.

Chuang, Y. H., & Tsao, C. W. (2013). Enhancing nursing students’ medication knowledge: The effect of learning materials delivered by short message service. Computers and Education, 61, pp. 168–175.

Hilary, M. (1991). Teachers and classroom management in a computer learning environment. International Journal of Instructional Media, 18(1), pp. 19-28.

Hudson, R., & Notman, H. (2001). Challenges of ICT resourced classes and helpful routines: Lessons from teaching practice. Computer Education, 99, pp. 24-26.

Lim, C., Pek, M. & Chai, C. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: back to the basics. Journal of Educational Multimedia and Hypermedia. 14(4), p. 391.

Marcovitz, D.M., Hamza, M.K., & Farrow, V.R. (2000). Students and support for ICT in the elementary classroom. Computers in the Schools, 16(3/4), pp. 213-225.

St Gerard, V. (2006). Updating policy on latest risks for students with cell phones in the school. Education Digest: Essential Readings Condensed for Quick Review, 72(4), pp. 43–45. 

Randolph, T., Scolari, J., & Bedient, D. (2000). Too few computer and too many kids. Learning and Leading with Technology, 27(5), pp. 28-30.

Richards, R.T. (1999). Lessons learned from teaching with technology: A critical perspective. TechTrends: For Leaders in Education and Training, 43(4), pp. 31-33.

Tiene, D., & Luft, P. (2002). Classroom dynamics in a technology-rich learning environment. Learning & Leading with Technology, 29(4), pp. 10-13.

Yan, Z., Chen, Q., & Yu, C. (2013). The science of cell phone use: Its past, present, and future. International Journal of Cyber Behavior, Psychology and Learning, 3(1), pp. 7–18.