Cell Phones as Instructional Technology in the Civics Classroom

• In Event: Innovative Pedagogies for Civic Engagement, K-12 and Beyond

Abstract

The use of digital technology has become increasingly prevalent in American elementary and secondary school civics classrooms. A 2019 Gallup study found that 65% of teachers use digital technology in the classroom daily, with history and social studies instructors among the most frequent users. The use of computers and tablets in the civics classroom has become routine. Cell phones have become a technology option for teachers as their availability among students has become more prevalent. On one level, cell phones have the potential to bridge the technology gap that exists between high-need students and their counterparts who attend well-resourced schools. They can be used for civics instruction in a variety of ways, including for conducting research, accessing teaching apps, and working on group projects. At the same time, cell phones can distract students’ attention away from lessons, constrain their development of wider research skills, and curtail their face-to-face classroom interactions. These factors have caused some school districts to ban their use. The proposed paper will address the following core research questions: How frequently do teachers use cell phones for classroom civics instruction? For what purposes are cell phones being used in the civics classroom? Do teachers have specific policies guiding cell phone use for learning in the classroom? In addition, the paper will examine the reasons why teachers adopt cell phones in the classroom. For example, teachers in resource-strapped schools may be more likely than others to use cell phones frequently as an instructional tool. The study will examine the effectiveness and limitations of using cell phones for civics instruction. The research questions will be addressed empirically using original survey data collected on over 1,400 elementary and secondary school teachers nationwide.

Authors

• Diana M. Owen, Georgetown University

• Chelsea Sanchez, Georgetown University