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Zoom connects classrooms–as well as Zoom or Crikle or Google Meet or Skype, of course.ġ6. Geo-tagging, game-based learning, and apps with adaptive learning algorithms that differentiate for you–or for the student, rather.ġ5. There are privacy and safety issues–but not using the phones doesn’t make those issues go away.ġ4. Push and location-specific notifications have tremendous potential for personalizing learning.ġ3. It’s easy to turn them off, put them in airplane mode, etc.ġ2. Technology isn’t the point of learning, and should not overwhelm awareness, curiosity, interaction, or critical analysis in favor of mass publishing and communication.ġ1. Students can create their own workflows.ġ0. Workflow in classrooms is now based primarily on physical media, which often means shoehorning in technology. Smartphones are already dated technology, but they can serve as a bridge to the near futureĨ. Related gadgets like wearable technology are already here. Texting in class is a classroom management problem–or even a matter of instructional design.

Another core tenet of future learning? Mobility. This means technology, and the most mobile, affordable, and accessible kind of technology is a used smartphone.ĥ. Self-directed learning will be a core tenet of future learning. They can therefore reduce rather than increase equity and access.Ĥ. Students could Google anything–just like you do.ģ. This an argument less about smartphones, and more about meaningfully embracing what’s possible in 2022 and beyond–a stance that could see education finally take a position of leadership in the use of technology to support how we make sense of the world around us.ĥ0 Reasons It’s Time For Smartphones In Every Classroomġ. Soon, the argument won’t be about smartphones, but rather steeper technology–contact lenses that record, and bendable, wearable mobile hardware that offers AI-produced haptic feedback to guide how students research, skim through information, or connect through media (all media will be social and will make an iPhone look like an abacus. But most of those 50 are a product of the continued poor fit that exists between schools and communities–the system and the humans it serves. There will be growing pains, and I’m sure educators that have brought in BYOD programs into their school can come up with 50 reasons it won’t work. It’s really much more than that–less about being connected, and more about being mobile. Thinking about it simply in terms of ‘digital literacy’ puts you about 5 years behind the curve. Integrated poorly, technology can subdue, distract, stifle, and obscure the kind of personal interactions between learner, content, peer, and performance that lead to learning results.īut increasingly we live in a world where technology is deeply embedded into everything we do. To be clear–learning can happen in the absence of technology.

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Privacy, equity, bandwidth, lesson design, classroom management, theft, bullying, and scores of other legitimate concerns continue to cloud education’s thinking about how to meaningfully integrate technology in the learning process. There are many ways to use a smartphone in the classroom, but it continues to be a touchy subject.

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