Analysis of Contrary Articles

ETEC 500 Task 2

Chris Clarke

Here are two journal articles outlining conflicting views on the use of cell phones in the
classroom. Lawson & Henderson (2015) determined that texting during class can reduce
comprehension of the material being studied from 10-20% due to limited cognitive
capabilities. Cantalini-Williams & Vitale (2012) focused on the potential benefits of cell
phones in the hands of students. Both studies involved undergraduates, but they were
looking at opposite ends of the spectrum as to the place of cell phones in the classroom.

Lawson & Henderson (2015) focused exclusively on an introductory undergraduate

psychology class. They selected a quantitative study involving 120 participants split into
three different groups. While the sample size should ideally be larger, it is large enough to
be able to perform some statistical analyses. Based on the analyses performed, it’s
understandable why they concluded that texting negatively impacts learning. There was a
distinct difference in memory retention between the control and the texting groups.

However, the choice of participants is quite limiting and the sample size is not large
enough to provide powerfully significant results. They are all from one specific course, the
age range is rather homogenous, and we have been provided very little background
information on individual histories, such as socio-economic situations or previous
technological familiarity. They also focused exclusively on whether texting can inhibit
learning and did not consider the other aspects of cell phone usage for learning within a
classroom. The study states that most professors do not want texting in the classroom. It
does not evaluate whether or not the potential benefits of cell phone usage could outweigh
the negative effects of texting.

Cantalini-Williams & Vitale (2012) used a qualitative study involving pre-service

teachers. The study used pre- and post-surveys and focus groups to gather information.
There were no statistical analyses performed so direct comparisons between the studies’
results are difficult to achieve. It should be noted that the survey was filled out by future
teachers who would have very limited experience within a classroom setting. They were
asked to comment on the effectiveness of cell phones as teaching aids within a classroom,
but did not yet have the professional experience to provide significant feedback on the
efficacy of these devices on the learning process. It’s not surprising that these students, who
purposely registered for additional schooling, extolled the virtues of cell phones in the
classroom when most could be considered model students. However, this most likely does
not accurately reflect the demographics of a traditional classroom as, unfortunately, a
number of students are not willingly attending school.
 References

Cantalini-Williams, M., & Vitale, J. (2012). BlackBerries in the classroom. ​Our Schools/our

Selves, 21​(2), 57-61.

Lawson, D., & Henderson, B. (2015). The costs of texting in the classroom.​ College

Teaching, 63(​ 3), 119-124. doi: 10.1080/87567555.2015.1019826