Fielden and Malcolm (2007)

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Fielden, K. and Malcolm, P. (2007) Cell phomes in New Zealand secondary schools: boon, banned or biased? MoLTA. http://www.allanwilsoncentre.ac.nz/massey/fms/Molta/Fielden.pdf (accessed 22-08-2012)

This qualitative research study on cell phone policy formation was conducted in twelve New Zealand secondary schools. The study found that a positive attitude towards cell phone usage and policy formation within schools was a vital factor.

Limited use was being made of cell phones for formal school activities. Whilst most schools in the small sample considered have a cell phone policy in place, this covered social communication by students and in most cases policies are formed in a punitive manner, rather than from a means of ensuring the best learning outcome for students.

The social constructs of positive attitude, social acceptance, technical acceptance and impact knowledge appear to outweigh technical knowledge and digital citizenship in the ability to form and apply school policy on the use of cell phones at school. Past students interviewed agreed with school staff, in the main that cell phones, as social communication tools should not distract from formal lessons. Only 6/10 of the students interviewed would have like to have been consulted on cell phone usage policy making when they were at school.