Abstract
The use of smart phones by teachers in K-12 education has been contentious. Although teachers are often instructed to put their phones away during instruction, teachers and students can benefit in many ways from using smart phones in the classroom. The use of information systems such as a smart phone can support knowledge sharing and collaboration opportunities not otherwise available. For example, teachers may use smart phones to collaborate with other teachers, paraprofessionals, related service providers, and parents when face-to-face time is not available. This exploratory pilot study included semi-structured interviews of five teachers at an inclusive school to investigate how smart phones were used to collaborate. Results suggest that teachers used text messaging on a regular basis to work together to make modifications, communicate about student behavior, share student work, and to review student progress regarding goals.
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In our study we refer to smart phones instead of cell phones because smart phones have features such as video and email that may be important in information sharing. However, some research used as the basis for this study uses the term “cell phone.” Thus, we use “cell phone” when referring to such research.
An Individualized Education Program is a document required for students with disabilities receiving supports and services in schools in the United States. The document outlines parameters of supports and services, as well as academic and social goals for the student.
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Cosier, M., Gomez, A., McKee, A. et al. Smart phones permitted: How teachers use text messaging to collaborate. Educ Inf Technol 20, 347–358 (2015). https://doi.org/10.1007/s10639-013-9288-2
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DOI: https://doi.org/10.1007/s10639-013-9288-2