Education and Information Technologies

, Volume 20, Issue 2, pp 347–358 | Cite as

Smart phones permitted: How teachers use text messaging to collaborate

  • Meghan Cosier
  • Audri Gomez
  • Aja McKee
  • Kimiya Sohrab Maghzi


The use of smart phones by teachers in K-12 education has been contentious. Although teachers are often instructed to put their phones away during instruction, teachers and students can benefit in many ways from using smart phones in the classroom. The use of information systems such as a smart phone can support knowledge sharing and collaboration opportunities not otherwise available. For example, teachers may use smart phones to collaborate with other teachers, paraprofessionals, related service providers, and parents when face-to-face time is not available. This exploratory pilot study included semi-structured interviews of five teachers at an inclusive school to investigate how smart phones were used to collaborate. Results suggest that teachers used text messaging on a regular basis to work together to make modifications, communicate about student behavior, share student work, and to review student progress regarding goals.


Smart phones Collaboration Inclusive education Text messaging 


  1. Banister, S. (2010). Integrating the iPod Touch in K-12 education: visions and vices. Computersin the Schools, 27(2), 121–131. doi: 10.1080/07380561003801590.CrossRefGoogle Scholar
  2. Bogdan, C. B., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston: Pearson.Google Scholar
  3. Brindley, K. (2012). Teachers texting students: Should schools ban or encourage. Retrieved on June 12, 2012 from students_n_1427418.html
  4. Buabeng-Andoh, C. (2012). Factors influencing teacher’s adoption and integration of information and communication technology into teaching: a review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136–155.Google Scholar
  5. Charmaz, K. (2005). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks: Sage.Google Scholar
  6. Charmaz, K., & Mitchell, R. G. (2001). Grounded theory in ethnography. In P. Atkinson, A. Coffey, D. Delamont, J. Lofland, & L. H. Lofland (Eds.), Handbook of ethnography (pp. 160–174). London: Sage.CrossRefGoogle Scholar
  7. Canole, G., Galley, R., & Culver, J. (2011). Frameworks for understanding the nature of interactions, networking, and community in a social networking site for academic practice. International Review of Research in Open and Distance Learning., 12(3), 119–138.Google Scholar
  8. Cook, L., & Friend, M. (2010). The state of the art of collaboration on behalf of students with disabilities. Journal of Educational and Psychological Consultation, 20, 1–8.CrossRefGoogle Scholar
  9. Dillon, P. (2008). Creativity, wisdom and trusteeship—niches of cultural production. In A. Craft, H. Gardner, & C. Claxton (Eds.), Creativity and wisdom in education (pp. 105–108). Thousand Oaks: Corwin Press.Google Scholar
  10. Doolittle, P. E., & Hicks, D. E. (2003). Constructivism as a theoretical framework for the use of technology in social studies. Theory and Research in Social Education, 31(1), 71–103.CrossRefGoogle Scholar
  11. Earp, J., Ott, M., & Pozzi, F. (2013). Facilitating educators’ knowledge sharing with dedicated Information Systems. Computers in Human Behavior, 29(2), 445–455.CrossRefGoogle Scholar
  12. Falloon, G., & Pohio, K. (2010). Deliberate acts of virtual communication: cellphones as a toolto enhance student learning and engagement. Set: Research Information for Teachers, 3(2), 1–9.Google Scholar
  13. Fortner, R. (2010). Cell phones are ringing, will educators hear. Academic Leadership, 8(3), 20–21.Google Scholar
  14. Garcia, P., & Rose, S. (2007). The Influence of technocentric collaboration on preservice teachers’ attitudes about technology’s role in powerful learning and teaching. Journal of Technology and Teacher Education, 15(2), 247–266.Google Scholar
  15. Glaser, B. G., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.Google Scholar
  16. Karami, M., Karami, Z., & Attaran, M. (2013). Integrating problem-based learning with ICT for developing trainee teacher’ content knowledge and teaching skill. International Journal of Education and Development using Information and Communication Technology, 9(1), 36–49.Google Scholar
  17. Thomas, K., Orthober, C. & Schultz, N. (2009). Using Text-Messaging in the Secondary Classroom. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2159–2164). Chesapeake, VA: AACE. Retrieved from
  18. Trust, T. (2012). Professional learning networks designed for teacher learning. Australian Educational Computing, 27(1), 34–38.Google Scholar
  19. Valtonen, T., Havu-Nuutinen, S., Dillon, P., & Vesisenaho, M. (2011). Facilitating collaboration in lecture-based learning through shared notes using wireless technologies. Journal of Computer Assisted Learning, 27, 575–586. doi: 10.1111/j.1365-2729.2011.00420.x.CrossRefGoogle Scholar
  20. Vesisenaho, M., & Dillon, P. (2013). Localising and contextualising information and communication technology in education: a cultural ecological framework. Pedagogy, Culture & Society, 21(2), 239–259. doi: 10.1080/14681366.2012.759130.CrossRefGoogle Scholar
  21. Villa, R. A., & Thousand, J. A. (Eds.). (2005). Creating an inclusive school (2nd ed.). Alexandria: Association for Supervision and Curriculum Development.Google Scholar
  22. Villa, R., Thousand, J., & Nevin, A. (2008). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks: Corwin Press.Google Scholar
  23. Villa, R., & Thousand, J. (2009). Making inclusive education work. In K. Ryan & J. M. Cooper (Eds.), Kaleidoscope: Contemporary and classic readings in education. Belmont: Wadsworth.Google Scholar
  24. Wake, D., & Modla, V. (2012). Using wikis with teacher candidates: promoting collaborative practice and contextual analysis. Journal of Research on Technology in Education, 44(3), 243–265.CrossRefGoogle Scholar
  25. Wang, S. K., McPherson, S., & Hsu, H. Y. (2008). Information and communication technologies to develop teachers’ global awareness. International Journal of Education and Development using Information and Communication Technology, 4(2), 89–104.Google Scholar

Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Meghan Cosier
    • 1
  • Audri Gomez
    • 2
  • Aja McKee
    • 2
  • Kimiya Sohrab Maghzi
    • 2
  1. 1.School of EducationTrinity Washington UniversityWashingtonUSA
  2. 2.Chapman UniversityOrangeUSA

Personalised recommendations