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ERIC Number: ED552536
Record Type: Non-Journal
Publication Date: 2012
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-3778-0
Tools for School: Student Fluency and Perception of Cell Phones Used for Learning
Humble-Thaden, Mary Beth
ProQuest LLC, Ph.D. Dissertation, The University of North Dakota
Technology is changing the way society interacts, communicates, collaborates, and learns. Improved cell phone capabilities and an ever increasing amount of cell phone applications allow individuals to connect globally and afford almost instantaneous access to information inside and outside the classroom. The majority of students today possesses and uses cell phones and cell phone technology in most every aspect of their daily lives. Most schools enforce current policies banning cell phone use within classrooms during the school day. The purpose of this study was to investigate current high school junior and senior academic standing students' mobile cell phone technology use, student perception of high school current cell phone usage policies, student perception of cell phones as possible educational learning tools, student perception of attitudes and views of others regarding cell phone use in schools, and to explore potential perceptional differences by gender. Significant perceptional gender differences were uncovered. Females were found to perceive school policy more favorably, whereas males were found to perceive the possibilities of cell phone use within the classroom as a learning tool more favorably. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A