The Use of Mobile Phones in Classrooms: A Systematic Review
The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a tot...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:2445/188643 |
| Acceso en línea: | https://hdl.handle.net/2445/188643 |
| Access Level: | acceso abierto |
| Palabra clave: | Tecnologia educativa Telèfon mòbil Educació Educational technology Cell phones Education |
| Sumario: | The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal Citation Reports database between the years 2011 and 2020 have been analysed. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff. |
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