The use of mobile data in phones during class hours, asdefined by Kolb, is a large part of the literacy practices of the studentsoutside or inside the school. The use of this can help students to achieveliteracies and enables the students to understand, use and critically evaluatethe multimodal text of the twenty-first century (4). Meanwhile, Brad Moon (2010) describes “theuse of mobile data in phones during class” as something that has a distractionfactor that leads to the potential for student and teacher conflicts, causing asocioeconomic divide between students and even the possibility of using thedevice or gadget to cheat on tests.
In 1857, Clark Maxwell formulated a researchabout the electromagnetic radiation, in which Guglielmo Marconi usedas a basis for the invention of his radio transmission in 1901. This inventionwas a great achievement; however, it was unable to achieve reasonable datatransmission rates for over a half-century. And in the early 1990s, mobilephones have improved and 2G phones were introduced. And during this time, somestudents in different schools in the world were able to take possession ofthese phones and brought them to school. However, the schools were alarmed andthen strictly banned all devices, including cell phones which tended to beassociated with some bad activities at that time.However, in the early and mid-2000s, state lawmakers andadministrations are rethinking their positions.
Thewidespread use of the said device, the rising uses of internet access andparents’ concerns about their child’s safety are encouraging new policies thatallow students to use phones (Delisio, 2002).Many school districts hadapproved to allowed phones in school for education purposes, but they had to beturn off during class hours and can be turn on if there is consent from theteacher.Mobile data in phones technology is continuouslyevolving, seemingly at slow but sure rate of innovation and adoption. By 2010,”4G” was introduced and has been developed with the aim of providingtransmission rates up to 20 Mbps and can truly help in education accessing theInternet regarding to their needs. They are expected to includehigh-performance streaming of multimedia content. The deployment of “4G” mobiledata will also improve the teaching strategies for teachers.Smart phones’ mobile data and the technology they provide foreducational enhancements and improvements, especially internet accessing, willbe so obvious that school policy allowing them within classrooms and foreducational purposes will begin to be adopted throughout the country.
As dataon phone technologies continue to improve, become more available, and have moreinternet connections and mobile data, their use as educational tools willcontinue to grow. Cell phones tucked in the book bags and pockets ofthree-fourths of today’s teens, many high schools are ceding defeat in thebattle to keep hand-held technology out of class and instead are invitingstudents to use their phones for learning things (Malone & Black, 2010).According to Ritchel and Stone (2009), using mobile data onphones during class hours, took average-level kids and made them intohonor-level kids. Most probably because they seek learnings from the internetin their phones and became independent in doing things in regards to academic.
Jean Piaget’s “Constructivist Learning Theory” is leading the charge bydemonstrating how a traditional learning theory can impact a new innovativetechnology like internet accessing by using the data in our phones. One of thebeliefs of the constructivist theorist is that people need to develop and buildunderstanding or knowledge from their own personal experiences and subjective perspectiveson things they have encountered in life. The students should need to have theopportunity to experiment and reflect previous experiences to build newunderstandings of the educational material. Constructivist learning theoryenables the mobile technology to focus on the abilities of the students to beself-directed and draw conclusions (Karagiorgi, 2005).InLantos’ essay, it was stated there the effective usage of the mobile technologyfrom small rural schools to the large metropolitan college of higher education.Mobile technology and its capability to access internet through mobile data areimplemented and then looked at again for further implementation. The numbers ofnew and current wireless internet accessing technologies like the use of dataare implemented for the direct impact of student learning is staggering.
Universities in the United States reveal that 90 percent of public universitiesand 80 percent of private universities have some level of mobile wirelesstechnology (Swett, 2002).Similarly,Jean Piaget’s “Cognitivism Theory” can also be considered in educationaltechnology through the use of phones’ data. The fact of the matter is that theinvolvement of mobile data in learning technology is forever changing andevolving. It is very effective implementation of technological resources to facilitatethe learning process (Herring 3). Teachers approach the students by askingquestions to the students to refine the thinking. This is in order to catchwhat the students already know and present some new aspects to make studentsredefine something (Flippen, 2012).The theory talksabout with the transfer of knowledge and skills beyond the initial learningsituation.
By this, significance are placed upon the information presented frommultiple point of views and the use of many case studies that present diverseexample. Spiro and Jehng (1990) state that, “By cognitive flexibility, we mean theability to spontaneously restructure one’s knowledge, in many ways, in adaptiveresponse to radically changing situational demands..
.This is a function of boththe way knowledge is represented (e.g., along multiple rather single conceptualdimensions) and the processes that operate on those mental representations(e.g.
, processes of schema assembly rather than intact schema retrieval).”Some great examples of Cognitivism ineducational technology can be found in online through mobile data andreinforcement activities, such as sorting games and puzzles. These games willthen now present prior knowledge schema in a unique or different method, thuscreating weakness and a need to adapt and learn the new information in order tocontinue. One example of game is the online resource, Quizlet, it creates a means of listingpictures, vocabulary, and even numerical procedures and then taking that listand making several ways of practicing the previously known schemata, includingthe actualization of audio and video (Flippen, 2012).Ivan Pavlov’s “Behaviorism” also playsan important role in bringing and using technology like the data in cellphonesin classrooms. According to the Universal Journal ofEducation and Research 2, external stimulation influences the leaning behavior,rewards and punishment can change the learning performance. Researchers andscholars approves that Behaviorism achieves promotion and implementation inprogrammatic instruction, and uses for application incomputing-assisted-instruction and the development of educational technologythrough the use of phones that can access to the internet through data or anywireless connections (Ouyang and Stanley 161).
In Behaviorism, learning revolves around the science ofbehavior. Theorists view the learners as tabular rasa. In that case, thelearner can be influence by his environment on which builds a reaction orresponse and which turn to another reaction you make. An example for this kindof education in technology theory is when you are answering a complicatedquestion in an activity in school and then noticing your classmate to use aphone to answer the hard problems. You may start to think that you may also useyour phone to seek for an answer and then applies actions on what you think.
From that point, you put in an application to Behaviorism by doing such things(Flippen, 2012).