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Efficacy of Cell Phones Within Instructional Design: A Professor's Perspective
Abstract
Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.
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