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This paper provides a short review of current research on smartphones, such as iPhones, in the classroom and presents preliminary findings from a study involving 22 experienced teachers from one high school in Texas, USA regarding their beliefs and perceptions about integrating smartphones in their teaching. Findings revealed non-users (27%) of smartphones could not identify benefits for these tools in teaching and learning the content, while those who perceived themselves as occasional users (73%) allowed students to use cell phones in their classrooms for researching, taking pictures, and downloading music or videos. Teachers in our study felt unprepared to incorporate smartphones in teaching their specialized field (e.g., math, science, and language arts). Hence, the urgent need for effective as well as sustained professional development on integrating mobile devices in the classroom by content areas in secondary education. In this paper, mobile devices refer to cell phones, smartphones, or cellular devices.

Smartphones and Pedagogy: Digital Divide Between High School Teachers and Secondary Students