Reflection

«Twenty ideas for using mobile phones in the language classroom»

Before this module about «20 ideas for using mobile phones in the language classroom», I used to
believe that mobile phones were a distraction in the classroom and should be strictly prohibited. I
thought that students would not be able to focus on their language learning if they were constantly
using their phones.

Now, after going through this module, I have realized that mobile phones can actually be a valuable tool
in the language classroom. I plan to use them as a way to engage and motivate my students in their
language learning.

This is important because mobile phones are already such a big part of students' lives, and integrating
them into the classroom can make the learning experience more relevant and engaging for them. By
allowing students to use their mobile phones for language learning activities, I can tap into their
familiarity with technology and create a more interactive and dynamic classroom environment.

One classroom routine that I created during this module is called «Mobile Phone Scavenger Hunt». I
could use this activity during a lesson on vocabulary or grammar where students need to practice using
specific words or structures in sentences. I would create a list of items or situations that the students
need to find or capture using their mobile phones, and they would need to use the target language to
describe or explain what they have found.

I like this activity because it combines the use of mobile phones with the practice of language skills. It
allows students to actively engage with the language in a fun and interactive way, while also making use
of the technology that they are already familiar with. It also promotes collaboration and communication
among students as they work together to complete the scavenger hunt.

However, I might need to modify the «Mobile Phone Scavenger Hunt» activity for my classroom because
not all students may have access to mobile phones. In order to ensure inclusivity, I would need to
provide alternative options for students who do not have mobile phones, such as using tablets or sharing
devices among groups. Additionally, I would need to set clear guidelines and boundaries for the use of
mobile phones during the activity to ensure that students are focused on the language learning task and
not getting distracted by other apps or websites on their phones.

Overall, this module has shifted my perspective on the use of mobile phones in the language classroom
and has given me various ideas on how to effectively integrate them into my teaching practice. I am
excited to explore these ideas further and see how they can enhance my students' language learning
experience.