Cell Phones & Learning

Yes, cell phones should be used in the learning process.
1. Students have an interest in and enjoy using their cell phones. Educators can capture that interest and enjoyment by using cell phones as an instructional tool.
http://www.scrippsnews.com/node/22695

2. Students are familiar with the concept of a cell phone and know how to use/navigate their phones. The program, software, application to be used with the cell phone may need to be taught to the students, but no instructional time is needed to teach the operations of the cell phone. http://www.helium.com/items/1862166-cell-phones-in-education

3. Cell phones are versatile and can be used in many ways to enhance and support the learning process, e.g., calculator, take photos of notes on board, take photos of applications/examples of content outside the classroom, and ability to research information without computer access.
http://thinkingmachine.pbworks.com/w/page/22187713/Think-Mobile-Phones-for-Learning

Peer Review

The video peer review was very valuable. It allowed feedback to be given and received without the pressures and consequences of a formal observation or evaluation. The videos also provide insight to what resources our peers have available to them and what their classroom environments look like. We get a snapshot of what other schools have to offer.

The positive feedback from the video review identified strengths that I overlook and helped increase my satisfaction and build my confidence. The negative feedback was given in a very nonthreatening way. It is easier to accept criticism from peers because they are going through the same experiences at the same time.

Students peer reviewing one another’s work allow the students to evaluate themselves compared to their peers. It also allows the student to take an authoritative role and evaluate their peers’ work compared to the given performance expectations. Students have a good connection and understanding of one another. As a result, the feedback from peer might be accepted more easily that if it came from the instructor. In the classroom, students should be encouraged to ask for and provide one another with assistance regarding technology issues. They should also be encouraged and required to seek and give feedback to one another regarding the clarity, design, layout, and overall quality of assignments and projects. Students can review one another’s work using the same rubric that the teacher will use to ensure that all components are met before the “final” evaluation occurs.