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Abstract
ABSTRACT This action research (AR) case study addressed the use of cellphone technology and applications in high school English Language Arts (ELA) classes. The AR implementation team (ARIT) formed a Professional Learning Community dedicated to examining student use of cellphones in classes. Comprised of six high school English teachers, the ARIT designed instruction and lesson plans to incorporate student use of cellphones in support of content mastery. The research team explored how cellphone technology might benefit high school ELA classes and how the presence of student cellphones in class might influence instruction and learning. Ultimately, the teachers participating in the study determined whether student use of mobile devices during class instruction could increase student engagement in the content.
As part of the action research process, the team of teachers identified cellphone applications they viewed as complementary to their curriculum and content and incorporated the technology into classroom instruction. Each team member observed colleagues teaching the lessons in which students used cellphone technology and took notes on their observations. Team member notes and reflections informed the subsequent PLC meetings and plans for the next steps in using the cellphone technology. Findings included the following: (1) when used intentionally with specific content, cellphone technology can increase student engagement in instructional activities, (2) on-task behavior is difficult to monitor when cellphones are part of a lesson, (3) use of cellphone technology can accentuate student engagement but should not be the only means of cultivating student interest in the class activities, and (4) consistent classroom practices facilitate effective incorporation of daily use of cellphone technology.
INDEX WORDS: Action research case study, Cellphone technology, Cellphone technology
in high schools, Cellphones in English classes, Cellphones as instructional
technology