TITLE:
The Use of Cell Phones in School: Hybridization of Knowledge and Teaching Practices
AUTHORS:
Josiane da Cruz Lima Ribeiro, Rodrigo dos Reis Nunes, Ricardo José Rocha Amorim
KEYWORDS:
Cell Phone, Hybrid and Ubiquitous Learning, Digital Native and Immigrant
JOURNAL NAME:
Creative Education,
Vol.8 No.12,
September
29,
2017
ABSTRACT: This work has investigated how the experiences with the use of the cell phone in the school can imply innovations in teaching and learning aiming to know if, through a teaching plan, we could produce an interdisciplinary project contemplating the use of the cell phone in the classroom. Initially, we outlined a panorama of the school in the digital age, exposing obstacles and possibilities of change from the insertion of mobile technologies in the school space. We know about the relevance in approaching the use of the cell phone as a mobile technology in education, since it has been a necessary item for the consumer society, which reflects the identity of its users and enters the classrooms attached to the student’s bodies. Most of teachers are unprepared to deal with these demands that emerge from the digital age, needing to reflect and act ontheir practice to meet the aspirations of digital natives and contemporaneity. We undertook a qualitative research and adopted with predominant research-action, during the process, considering the specificities of the school context. The results obtained from experience, based on a dialogic, reflexive and participatory relationship, enabled teachers to reflect and act on their pedagogical practice andculminated in a Good Practices Guide. The guide was prepared in collaboration with the teachers who participated in training workshops. It contains the rules for the use of the cell phone in the school with recommendations on the use of classroom applications, didactic sequences and interdisciplinary projects. With the outcome of the research and training undertaken, the viability of using the cell phone in the school materialized through the productions and interventions of the teachers and the achievement of the proposed objectives allowed the understanding that teaching and learning can be hybrids and occur on network, anywhere, anytime.