NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1161831
Record Type: Journal
Publication Date: 2017
Pages: 6
Abstractor: As Provided
ISSN: EISSN-1936-346X
Smartphone and Curriculum Opportunities for College Faculty
Migdalski, Scott T.
Journal of Learning in Higher Education, v13 n2 p59-64 Fall 2017
The ever-increasing popularity of the smartphone continues to impact many professions. Physicians use the device for medication dosing, professional drivers use the GPS application, mariners use the navigation maps, builders use materials-estimator applications, property appraisers use the camera capability, and students use the device to search and consume large amounts of information. College educators have an opportunity to harness their student's multi-tasking capabilities by integrating smartphone technology into their curriculum. This opportunity also inspires educator's concerns for the wellness-impact to students who overuse their smartphones. For faculty who explore this technology integration, options exist to enhance their lesson plans' presentation, application, and evaluation components. Finally, student's perspectives of smart phone use within the educational environment remains positive and are inspiring institutions to explore new options to exploit the technology. One study cited that almost seventy percent of the students surveyed indicated that there is a direct correlation between their academic success and the educational use of their smartphones. Smartphone technology possesses the capabilities of information search, video and audio recording, instant communication, and a variety of applications which, if properly exploited, can serve to enhance the teaching/learning environment both inside and outside the college classroom.
JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A