Mobile Technology and Teaching in High School Classrooms: Do Boundaries Exist?
Location
DeSantis Room 1052
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 1:45 PM
End Date
15-1-2020 2:05 PM
Abstract
Within the field of education, teachers are continuously urged to implement technology, inclusive of social media, into the classroom to support student learning and to improve channels of communication between the school, home, and the school community (Callison, 2015). While the premise of technology as a communication and teaching tool is ideal, the practical applications of such technology is not. The problem, the setting of reasonable and enforceable boundaries in the use of technology in and outside of the classroom by students, teachers, and parents/guardians is not clearly defined nor understood. Boundary management as a guide to implementing appropriate usage of technology in and out of the classroom is, “a rules-based process that requires social interaction and negotiation between parties" (Erickson et al., 2016, p. 1385). Guidance is not offered at the professional level for educators either at the national or state level or within schools or school districts (Mupinga, 2017; Price-Mitchell, 2009). The use of technology and the boundaries set can vary between teachers within the same school, let alone from district to district. Although teachers embrace technology as an instrument to support student learning and communication, little is known as to how teachers develop boundaries in the usage of technology both in and out of the classroom. This case study investigated how high school teachers define, implement, and enforce boundaries when using mobile technologies for their students and stakeholders both in and outside of the classroom.
Keywords
Mobile Technology, Boundaries, High School, Case Study
Mobile Technology and Teaching in High School Classrooms: Do Boundaries Exist?
DeSantis Room 1052
Within the field of education, teachers are continuously urged to implement technology, inclusive of social media, into the classroom to support student learning and to improve channels of communication between the school, home, and the school community (Callison, 2015). While the premise of technology as a communication and teaching tool is ideal, the practical applications of such technology is not. The problem, the setting of reasonable and enforceable boundaries in the use of technology in and outside of the classroom by students, teachers, and parents/guardians is not clearly defined nor understood. Boundary management as a guide to implementing appropriate usage of technology in and out of the classroom is, “a rules-based process that requires social interaction and negotiation between parties" (Erickson et al., 2016, p. 1385). Guidance is not offered at the professional level for educators either at the national or state level or within schools or school districts (Mupinga, 2017; Price-Mitchell, 2009). The use of technology and the boundaries set can vary between teachers within the same school, let alone from district to district. Although teachers embrace technology as an instrument to support student learning and communication, little is known as to how teachers develop boundaries in the usage of technology both in and out of the classroom. This case study investigated how high school teachers define, implement, and enforce boundaries when using mobile technologies for their students and stakeholders both in and outside of the classroom.
Comments
Callison, A. (2015). Student-Teacher boundary issues. Presentation at the ASBA Law Conference Phoenix, AZ. Retrieved from http://azsba.org/wp-content/uploads/2015/09/Thursday-BR13-Student-Teacher-Boundaries.pdf.
Erickson, L. B., Wisniewski, P., Xu, H., Carroll, J. M., Rosson, M. B., & Perkins, D. F. (2016). The boundaries between: Parental involvement in a teen’s online world. Journal of the Association for Information Science & Technology, 67(6), 1384–1403.
Mupinga, D. M. (2017). School-wide and classroom policies on the use of mobile technologies: An exploratory study. Journal of Technology Studies, 43(2), 70-79. Retrieved from https://scholar.lib.vt.edu/ejournals/JOTS/v43/v43n2/pdf/mupinga.pdf.
Price-Mitchell, M. (2009). Boundary dynamics: Implications for building parent-school partnerships. The School Community Journal, 19(2), 9-26.