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On the issue of smartphones, educators generally fall into either one of two camps: those who love them or those who detest them. Students’ diversion from learning is often discussed in terms of whether the benefits of social networking, texting, and gaming outweigh the disadvantages. Those who support smartphones admit that these devices can cause distractions, but it seems the opposite is true. Time management skills are essential if a student achieves their full potential. Teaching them that they need to use their time wisely is important for being digitally responsible.
As long as high-quality digital stewardship training is provided, student phones can be used without disrupting classroom activities. Because of this, there is a chance that they could be a great educational tool and help level the playing field in districts that can’t have 1:1 programs.
The Only Way To Win Is To Join Them
Rather than saying you’re angry at students for playing games, you should examine how gaming, apps, and quick access to the internet may motivate students to read and learn, relate to the subjects you teach, and enhance their research skills. Adaptive learning solutions could be delivered to all students without excluding any.
Here are some ideas for teachers on how to help students adapt to a phone-friendly classroom:
Enable students to design their assignments!
Mobile devices are now providing students with an array of educational applications and websites through their smartphones. Using their preferred technology, students can design assignments as long as they comply with the objective learning and are of high quality. Using their phones, students can make videos, create slideshows or Prezis, on papers with their peers, or create evaluations on their phones. When students choose the platform or presentation, they want to use it. They often have unexpected results. As a result, students have a lot more fun.
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Prepare the next day’s lesson while students are on the go.
Make students aware of the next day’s or week’s schedule and encourage them to conduct pre-research on their phones, tablets, or computers rather than assigning specific assignments. Encourage them to bring some facts or information for the following day’s debate. A discussion on an article may be initiated, or a news item may be shared. The possibilities are endless! Students who don’t have a device or a lot of data are encouraged to help each other or come ready to judge the quality of the information they find.
Let students research topics they are enthusiastic about.
By letting students select their own themes, they are expected to exceed expectations. Students often bring in the information they discover that is connected to the topic at hand. As a bellringer activity at the start of class, students can make research outlines or spend five minutes research. students can share or work in groups to account for those without phones.
Have faith in your students; they will not disappoint.
While students are supposedly fact-checking under their desks, they seem to be texting. In real-time, students who fact-check contribute to an improved classroom climate and ensure a high academic standard is met. When teachers delegate some of the work on research projects to groups of students, they help relieve their stress by teaching them to look for reliable sources and websites at all times.
Instruct students on the use of speech-to-text and text-to-speech technologies.
Although teachers encourage students to increase their reading and writing skills, some students lack confidence. Children who are talented orally but are hesitant about writing can benefit from speech-to-text and text-to-speech technologies. Through smartphones, students can access the same resources as their classmates without being singled out by expensive, specialized gear or software. Even if students use speech-to-text, they still need to read the content, edit it appropriately, and format it according to the assignment’s purpose, so learning still takes place. Journalists and CEOs alike rely on these invaluable tools for their work. Wouldn’t it make sense for students to take advantage of them too?
Promote the usage of the translation software.
Smartphone technology may also be beneficial to English Language Learners. Students may use their phones’ dictionaries and translation tools rather than have teacher-level articles. Students are exposed to professional-level material, and faculty members can teach them how to read complicated information.
Put together a playlist and share it with the students.
Students need a common ground for assignments and research sometimes. When this happens, the teacher must choose materials that the students will read, experience, and analyse. Students can easily access the unit resources if they create a playlist with the unit resources. This will allow them to manage their time and work more efficiency while also diving deeper into the topic. Collect all the information you need, such as videos, articles, white papers, and other resources. Convert non-digital documents into digital formats by using an app. Create a link list and post it on your class’s website. Share students’ playlists with the class or allow them to create their own.