Mobile Phone Use by Middle School Students

2015 ◽  
pp. 528-540
Author(s):  
Kathleen Guinee ◽  
Gregory Mertz
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Poor Sleep ◽  
School Students ◽  
Daily Lives ◽  
Student Centered ◽  
Student Centered Learning ◽  
Mobile Phone Use

Mobile phones are prevalent in the daily lives of middle school students. They are useful for academic and informal learning, but may also facilitate cheating. Mobile phones can help foster student-centered learning and promote positive emotions and student motivation. Middle school students text and make calls using mobile phones to maintain friendships and make plans, as well as explore romantic relationships. Two social problems that can emerge with mobile phone use are cyberbullying and sexting. Mobile phones make middle school students feel safe, but can also put them in physical danger and facilitate risky behaviors. Using a mobile phone, particularly after bedtime, is associated with poor sleep and mental health.

scholarly journals Building mathematical knowledge in an authentic mobile phone environment

2010 ◽  
Vol 26 (1) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Mathematical Knowledge ◽  
Knowledge Building ◽  
Analysis Model ◽  
School Students ◽  
K 12 ◽  
Authentic Activities

<blockquote>Although many researchers have examined knowledge building in traditional settings and distance learning, few have examined middle school students' building of mathematical knowledge using mobile phones. The present study uses two well-known models of knowledge building to carry out the examination: the interactive analysis model of knowledge building phases developed by Gunawardena, Lowe and Anderson (1997) and the six themes model of knowledge building characteristics developed by Scadamalia and Bereiter (2006). The findings show that the middle school students participating in this research went through all the knowledge building phases suggested by Gunawardena, Lowe and Anderson (1997). They further experienced other knowledge building phases that fit the authentic context in which they learned. Participants advanced their knowledge of ideas as a community, collaborating to carry out authentic activities using mobile phones. They demonstrated constructive and critical use of information in general and of authoritative information in particular. Participants worked as mathematicians, especially during the second part of the experiment, when they suggested real world phenomena to explore using the mobile phone. My conclusion suggests learning mathematics by carrying out authentic activities using mobile phones, to encourage and enrich the mathematics knowledge building of students in K-12.</blockquote><p> </p>

scholarly journals Mobile phones as life and thought companions

2017 ◽  
Author(s):  
ZhiMin Xiao
Keyword(s):  
High School Students ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Structured Interviews ◽  
School Students ◽  
Mobile Phone Use ◽  
Healthy Development ◽  
Urban Rural ◽  
Potential Benefits ◽  
Will Power

According to adults who ban adolescent interactions with mobile phones in Chinese high schools, students ‘addicted’ to mobile phones lack will power and schools without a restrictive policy on mobile phone use among students on campus are ‘poor’ in quality. Upon analysis of data from 45 semi-structured interviews with second-year high school students from urban, rural, and Tibetan regions of China, this study finds that the consequences of mobile phone use are not always pre-determined. Teens do not merely use their phones to connect; they also treat them as ‘life’ and ‘thought’ companions, which they invest with feelings and thoughts that animate life experiences and catalyse healthy development. The wholesale ban on mobile phone use in school is destined to fail and risks blinding parents and educators to potential benefits the technology has to offer, for it overlooks the value of mobile phones as objects of ‘passion’ and ‘reason’, ignores the opportunity to engage with teens who make visible online the problems they struggle with offline, and disregards the need for empathic imagination.

Mobile phone use among Medical Reserve Corps coordinators and volunteers: An exploratory study

2014 ◽  
Vol 12 (3) ◽  
pp. 237
Author(s):  
Amy Scheller, MPA ◽  
Megan Peck, MPH ◽  
Debra K. Olson, DNP, MPH, FAAOHN
Keyword(s):  
Mobile Phone ◽  
Emergency Response ◽  
Mobile Phones ◽  
Emergency Preparedness ◽  
Building Design ◽  
Daily Lives ◽  
Mobile Phone Use ◽  
Emergency Responders ◽  
Medical Reserve Corps ◽  
Response Instructions

Objective: To better understand how mobile phones can be used during emergency response, this study identifies a) current mobile phone use among Medical Reserve Corps (MRC) volunteers and coordinators in their daily lives and during response; b) challenges for mobile phone use during response; and c) areas for capacity building. Design: In 2012, 459 MRC volunteers and coordinators responded to a 35-question survey conducted online through SurveyMonkey. Respondents were asked how they use their mobile phones in their daily lives and during response, and how they would like to use them during response. Frequencies were calculated using SurveyMonkey and Excel.Main outcome measures: Respondents reported frequent and varied mobile phone use in their daily lives, with 99 percent of respondents owning a phone, 82 percent texting, and 87 percent of smartphone owners using apps. Although 80 percent of respondents who had been deployed used mobile phones during response, use of sophisticated mobile phone features was low; only 10 percent accessed emergency preparedness apps and 23 percent browsed the Internet for emergency response information. Respondents indicated a desire to use more features during response, such as emergency preparedness apps (72 percent) and e-mail to send or receive response instructions (80 percent). Conclusion: Results indicate that given access to mobile technology and training, emergency responders would like to increase their mobile phone use during response. Implications of these findings show a need for organizations to improve their support of mobile phone use.

Mathematical Explorations: Batty Functions: Exploring Quadratic Functions through Children's Literature

2007 ◽  
Vol 13 (1) ◽  
pp. 52-64
Author(s):  
Jessica A. Roy ◽  
Charlene E. Beckmann
Keyword(s):  
Middle School ◽  
Children's Literature ◽  
Middle School Students ◽  
Mathematics Classroom ◽  
Children’S Literature ◽  
Quadratic Functions ◽  
School Students ◽  
Daily Lives ◽  
Everyday Lives ◽  
Mathematical Relations

Many middle school students do not realize that functions and mathematical relations are present in their everyday lives. For example, the number of calories a student burns is a function of how long the student runs; the amount of pizza available to be eaten is a function of the diameter of the pizza. These examples of functions found in our daily lives can be described in a variety of ways, including with tables, graphs, and possibly symbolic generalizations. Many students do not realize that functions and relations exist outside of the mathematics classroom and that they can be represented in numerous ways (Billings and Lakatos 2003).

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