M-LEARNING AND THE USE OF CELLPHONES AND OTHER MOBILE DEVICES IN THE CLASSROOM, LEARNING DISTRACTORS OR (LEARNING) FACILITATORS

This study analyses the usage of cellular phones and other mobile devices in the classroom using a quantitative approach and the survey technique among a sample of elementary school children and young undergraduate students in the city of Durango, México.
The objectives of the study were:

- To characterize the usage of mobiles and phones in the classroom
- To highlight the perceptions of the sample group being analyzed in terms of the usage given to their mobiles and cellphones, as distractions of learning or facilitators.
- To establish the significant differences in the use of mobiles and cellphones among the different classification groups that are part of the sample being analyzed.
- To determine de perceptions of a group of children in the fourth grade of elementary school and those of a group of undergraduate students, both in terms of the usage of mobiles and cellphones as facilitators for the learning process.

The theoretical approach given to the study included a literature review on the framework of the instructional trend known as m-learning which considers this technology as a tool that favors learning in the interaction and communication processes within the classroom (Burton et al, 2011), as well as concerning to networking.

On the other hand, another literature review was made which denies the above mentioned trend since some teachers have identified the use of mobile technology and the cellphones that their students bring into the classroom as a source of distraction and disorder (Burns & Lohenry, 2010; Johnson, 2010).

With respect to the instrument used in research, a questionnaire was designed with Guttman scaling type, based on indicators designed by Al Fahad (2009), including other indicators that responded to the problem area of this inquiry, regarding the use of mobile students in class as much as support as distractor. Finally, the reliability of the instrument was established using the Cronbach's alpha indicator, which yielded a value of .83

The results show low scores in terms of the usage of mobile devices and cellphones in the classroom, a low presence of the m-learning instructional trend is therefore highlighted. The usage by the teachers is not approved, although those that master the applications in their mobile devices to a good extent perceive their use as a potential support for their learning process.

Some findings of this research are:

- Women in both study groups, were who presented the most extensive use and proficiency of the different applications and mobile phones.
- The disapproving scores with statistical significance of most applications in mobile phones, in both groups, account for our poor technological culture, and even a minimal presence of m-learning.
- Both groups expressed the perception that more practice of technological applications in mobile phones, also it is perceived that the phone is a support in the learning process if do not technological applications are not dominated, the prevailing perception about the phone is but a distracting tool.
- It will be necessary to have further inquiries about the uses of cell phones by the teachers as support to teaching in the classroom.