Beruflich Dokumente
Kultur Dokumente
FEBRUARY 2016
Acknowledgements
At the outset, we would like to thank all the parents/caregivers for their vital contribution and
their precious time, without which this work would not have existed. Our sincere thanks to
our close friends who enabled initial leads to parents/caregivers of different ethnic groups.
Our hearty thanks to our dean, Mrs. Domagsang . Maam! During this journey, you have
instilled in us a sense of reflexivity (to reflect upon the work), promptness (to do it at once) and
scholastic aptitude (to focus on academic writing). Our respects to you.
Our sincere thanks to our school clerk, Ms. Narsico for her review and feedback. Maam! You
challenged us against our own abilities (with constructive criticisms) that helped us to shape our
work. Our regards to you.
Huge thanks to Ms. Danna Karyl Jane Canarecio for her patience and scrutiny of our work.
Maam! we should say that we are lucky to get your help, which is just invaluable for us. Your
microscopic view and passion for research aided us to fine-tune our work. Our salutations to
you.
Our special thanks to Ms. Ubanan for proof-reading the work. Che! Your suggestions meant
a lot to our work and now this research paper reads better and makes more sense.
This is a good time for us to offer our sincere appreciation to all our lecturers. Each one of them
has a particular strength that has influenced us and, in turn, enabled us to produce some good
assignments in their individual course works. All that we have inherited from them has helped us
in bringing out this piece of work.
Last but not the least, we could not have pursued our studies without the sacrifice of our family.
You are awesome. Thanks for being such a responsible person and putting up with my stress
due to academic deadlines.
Acknowledgements.. 2 & 3
Chapter 1 : Introduction .......................................................................... 5
1.1 Introduction............................................................................................................... 5
1.2 Statement of the Problem.. 6
1.3 Objectives of the Study6
1.4 Significance of the Study6
1.5 Scope and Delimitations 6
Introduction
Almost everyone has a cellphone nowadays. Everywhere you go, youll see people
having different kind of cellphones. Cellphones, have completely changed the way people
interact, you can call, send text messages, read emails, play games as well as read and edit
documents. Today, the cellphones has become part of many people lives. Leaving home
without your phone is kind of leaving without your shoes on.
Our phones can do so much these days that some people have trouble tearing
themselves away long enough to reconnect with the real world. Youve likely seen them
around town, on public transportation, and in stores with their eyes and fingers glued to
their mobile device. Instead of interacting with the people around them, they ignore face-toface conversation for virtual ones.
The adoption of the cellphones by young people has been a global phenomenon in
recent years. It is now an integral part of adolescents daily lives and for the majority, the
most popular of electronic communication. In fact, the mobile phone has turned from a
technological tool to a social tool. People use the mobile phone in positive ways to organize
and maintain their social networks. However, there are also negative impacts on dynamics
in the family, with issues of safety and surveillance from a parental prospective leading to
negotiated changing freedoms for young people. This includes the rate or percentage of how
many people are using cellphones. In conducting the research or the study, we could
determine the impact of the phone on the peer group, and Impact of the mobile phone on
the institution of the school. We are going to conduct a research about how cellphones can
affect to the respondent which is the nursing student of Central Mindanao University.
Much of the research into the use of mobile technologies for learning is driven by the
technical capabilities of new devices. This is not unexpected, given the rapidly changing face of
mobile computing. These new capabilities inspire new practices which can lead to valuable
outcomes, but, to date, application of theory to the use of these technologies for educational
purposes is lacking. In this section we consider the kinds of activities that can be enabled through
the use of mobile devices under the categorization of relevant theories from the study of learning
and, in particular, learning with technology. Mobile technologies are computers, but that does not
mean that they should be viewed as simply providing more portable versions of the learning
activities that are currently supported on more static machines. Being mobile adds a new dimension
to the activities that can be supported, both because of the personal and portable nature of the
devices themselves, and because of the kinds of interactions they can support with other learners
and the environment. Klopfer et al (2002) identify five properties of mobile devices (PDAs in this
case) that produce unique educational affordability: First is portability, due to its small size and
weight of mobile devices means they can be taken to different sites or moved around within a site.
And another benefits like Social interactivity, data exchange and collaboration with other learners
can happen face-to-face. Nyiri (2002), with reference to Deweys emphasis on the need to facilitate
face-to-face interactions, posits a new philosophy of mobile learning that points to mobile
technologies as facilitators for the innate anthropological need to communicate. And the Context
sensitivity of mobile devices can both gather and respond to real or simulated data unique to the
current location, environment and time. While its Connectivity as a shared network can be created
by connecting mobile devices to data collection devices, other devices or to a common network.
And its another use to each individual like scaffolding for difficult activities can be customized for
individual learners. To fully appreciate the potential of mobile technologies for learning, we must
look beyond the use of individual devices and consider their use embedded in classroom practice,
or as part of a learning experience outside the classroom.
example, some view that excessive Internet use, along with pathological gambling, should be
included in DSM-V as behavioral addiction (Block, 2008; O'brien, 2010; Pies, 2009). Similarly,
excessive use of and dependency on the cell phone may be considered an addictive disorder
(Chliz, 2010). Factors associated with pathological cell phone dependency have been examined
(e.g., Ezoe, Toda, Yoshimura, Naritomi, Den, & Morimoto, 2009; Bianchi & Phillips, 2005). Ezoe
and colleagues (2009) found that extra version, neuroticism, and unhealthy lifestyle were
associated with cell phone dependency among female Japanese nursing students. Bianchi and
Phillips (2005) also found that high extraversion was associated with the problematic cell phone
use but they failed to identify neuroticism. Youth (Bianchi & Phillips, 2005) and low self-esteem
(Bianchi & Phillips, 2005; Zulkerfly & Baharundin, 2009) were also associated with problematic
cell phone use. Other contributing factors to problematic cell phone use include a number of social
calls made, a number of functional features on the handset, and the duration of cell phone use
(Zulkerfly & Baharundin, 2009). In addition, earlier adoption of cell phone use was correlated
with a greater number of cell phone interaction partners, a greater number of average monthly
incoming and outgoing calls and text messages, higher monthly phone bills, and higher emotional
attachment to cell phones (Geser, 2006).
Bianchi and Phillips (2005), failed to identify any significant relationship with gender, concluding
that the cell phone is a gender neutral device.
Theoretical Perspective
Erikson (1968), in his psycho social theory, describes adolescence as a period of searching
for identity. Adolescents struggle with identifying who they are, to what group they belong, and
whom they want to be. Elkind (1967), in his theory on adolescent ego-centrism, pointed out
heightened self-consciousness during adolescence. Adolescents become extremely self-conscious
and pay significant attention to what peers think of them. Both Erikson and Elkind highlighted
increased peer influence on adolescent development. An empirical study also confirmed that
adolescents are particularly susceptible to trends, fashions and styles, which make them more
willing to adopt new technological devices and certain behavioral characteristics (Ling, 2001).
Nested in a subculture of language, music, and clothing as well as social values, peer
influence is expected to play a role in acquiring knowledge, skills, and devices in the area of
communication, especially as they become readily available. In addition, adolescents tendency to
value a sense of being a part to their peer groups is likely to influence their decisions to acquire a
cell phone as well as their perceptions of cell phones as a social-relationship-maintaining tool.
Both theoretical perspectives and previous empirical studies suggest that the recent rapid
increase in cell phones has influenced multiple aspects of our daily lives, particularly those of
young adults. The aim of the current study, therefore, is to examine how important it is for college
students to own a cell phone, to what extent they communicate on the cell phone, with whom they
frequently communicate, how serious cell phone dependency has become, as well as general cell
phone use (e.g., prevalence, purpose, cost, history). Gender differences were also examined to
provide additional evidence that clarifies current controversial findings. Financial responsibility
(who is responsible for the cell phone cost), a scarcely examined topic, was also examined.
It is hypothesized that age, gender, and cell phone history (how long one has owned a cell
phone) are associated with students perception of cell phone importance and with cell phone
dependency. It is also hypothesized that older students are more likely to be responsible for the cell
phone subscription cost.
METHODOLOGY
This paper presents an innovative set of tools developed to support our research topic. The
researchers planned to have an interview/survey to all nursing students of Central Mindanao
University for us to determine the advantages and disadvantages of cellphones. To do this, we will
give them a prepared questionnaire to the student of College of Nursing. The researchers aim to
achieve the objectives.
Security reasons
Used in emergencies
Social networking
Micro-coordinate
Macro-coordinate
Listen to music
Download information
Play and have fun with games and ring tones
Texting is discrete, no noise pollution
Surveys about the given topic should be conducted in specified areas for a much accurate
result.
Further discussion about this research on how it changes the cognitive development of a
person.
After all the survey and researches that we did, we found out that cellphones has a great
advantage to every student and it also has a bad effect. Cellphones can adverse good effect to
every individual not just to students when properly used. Cellphones is a means of communication
and it can also be used when students are having their research. But students must not put too
much time using cellphones because it will make students lazy and dependent. Recommendations
for promoting better use of mobile phones, mainly to outweigh the negative impacts, are
acknowledged. In addition, some avenues for further research are identified. Strengths and
limitation of the study are given, which helps the reader to understand the value and
weight of the study. One of the most important factors of the research is to reflect upon the
journey, which is expressed at the end of the chapter.
This study focused on understanding the impact of mobile phones from nursing students
perspective.
This study reveals that teenagers using mobile phones for coordinating their social life and
subsequent distractions, have become appropriate/to some extent appropriate in some cultures
and inappropriate in some. The alarming concerns of respondents have situated them in a
position where they can neither accept the technology nor reject it. Thus, mobile phones,
through which teenagers construct their selves and thus their community, have to find their place
in culturally defined and socially shared practices. How is this possible?
Mobile phone makers and service providers researching on the social context of
teenagers mobile phone usage and then promoting products or services suitable to the
research findings.
Media taking a lead role in bringing to the knowledge of the general public about the
negative consequences of mobile phone usage and tips to tackle such consequences.
Allowing teenagers to use mobile phones by setting a minimum age limit (either
legally or teachers to consider when it is appropriate) and by providing education
(making the teens understand the negative impacts and the best ways to deal with them).
Giving greater urgency in exploring the merits of curbing mobile phone use while
driving, whether by education (highlighting the consequences of risks) and/or legislation
(legally banning their use while driving).
Above all, teenagers shouldering the responsibility for making the best possible use of the
device.
The findings of this research suggest that teenagers feel that negative impacts outweigh
positive purposes from teenagers mobile phone usage. The study also showed a significant
relationship between gender of the teenager and the bullying issue. In addition, ethnicity has
an established significance with many of the issues raised in the study. This gives a new
focus for the study.
REFERENCES
AAP. (2008). Bullying in NZ, Aust schools among worst in world: report New Zealand
Herald. Retrieved December 15, 2008, from
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10547991
Alreck, P. L., & Settle, R. B. (1995). The survey research handbook (second ed.). Chicago:
Irwin.
Alvesson, M., & Skoldberg, K. (2000). Reflexive methodology. New vistas for qualitative
Research. London: Sage
Beede, K. E., & Kass, S. J. (2006). Engrossed in conversation: The impact of cell phones on
simulated driving performance. Accident Analysis & Prevention, 38(2), 415-421.
Blaikie, N. (2003). Analysing quantitative data. Thousand Oaks, CA: Sage. Bouma, G. D.
(2000). The research process. New York: Oxford University Press. Boyatzis, R. E. (1998).
Transforming qualitative information: Thematic analysis and code
development. Thousand Oaks, CA: Sage.
Brereton, P., & OConnor, B. (2007). Pleasure and pedagogy. The consumption of DVD addons among Irish teenagers. Convergence: The Journal of Research into New Media
Technologies, 13(2), 143-155.
Brown, J. (2007, March 24). Cyber-bullying goes high-tech. The New Zealand Herald.
Retrieved May 15, 2007, from http://www.nzherald.co.nz/section/2/story.cfm?
c_id=2&objectid=10430504
Buckley, O. (2005). How I...Connected with teens by text messaging Pulse, 65(39), 58.
Byrne, R., & Findlay, B. (2004). Preference for SMS versus telephone calls in initiating
romantic relationships. Australian Journal of Emerging Technologies and Society
2(1), 48-61.
Campbell, S. W., & Park, Y. J. (2008). Social implications of mobile telephony: The rise of
personal communication society. Sociology Compass, 2(2), 371-387.
Carlson, G. (2004). Digital media in the classroom: Increase the learning potential of today's
digital generation. San Francisco: CMP Books.
Caronia, L., & Caron, A. H. (2004). Constructing a specific culture: Young people's use of
the mobile phone as a social performance. Convergence: The International Journal of
Research into New Media Technologies, 10(2), 28-61.
Cavanagh, A. (Ed.). (2007). Sociology in the age of the internet. New York: Open University
Press.
Cellular-news. (2008). Countries that ban cell phones while driving. Retrieved December
15, 2008, from http://www.cellular-news.com/car_bans/
Appendices
13 -14
Gi
oy
rls
s
15- 16
17-19
13 -14
15- 16
17-19
4. Possession of mobile
Yes
Yes
Yes
Yes
Yes
Yes
phone/s
5. Who pays the monthly
Parent
Parent
Parent
Parent
Parent
Parent
bills?
6. Relationship of the person
Mother
filling
What am I doing?
I would like to have a deeper understanding on the topic that enables me to come up and
recommend some solutions to mitigate negative consequences
I request you if you could spare some time for an interview on the said topic. The maximum
time would be 30 minutes and I will use a note-taker to record our conversation and will be
transcribing it (typing the conversation out) later. All features that could identify you will be
removed and the information on the tapes used will be erased, once the transcription is done.
Please let me know if it is OK with you. If not then I will manually jot down our conversation
which might take a total of about 45 minutes (15 minutes more than the scheduled time)
You are free to withdraw from this project for whatever reason within two weeks of the
interview.
Consent
If you agree to participate, you will be asked to sign a consent form. This does not stop you from
changing your mind if you wish to withdraw from the project. However, because of our
schedule, any withdrawals must be done within 2 weeks after we have interviewed you.
Please contact us if you need more information about the project:
At any time if you have any concerns about the research project you can contact our supervisor:
Confidentiality
Your name and information that may identify you will be kept completely confidential. All
information collected from you will be stored on a password protected file and the only access to
your information is yourself, our supervisors and I.
Thank you!
This study has been approved by the Research Adviser. If you have any Leader of the group
through email (bisnarcharles@gmail.com)
Any issues you raise will be treated in confidence and investigated fully, and you will be
informed of the outcome
Appendix D: Consent Form
Consent Form
ADVANTAGES AND DISADVANTAGES OF CELLPHONES
I have had the research project explained to me and I have read and understand the information
sheet given to me.
I understand that I don't have to be part of this if I don't want to and I may withdraw at any time
prior to the completion of the research project.
I understand that everything I say is confidential and none of the information I give will identify me
and that the only persons who will know what I have said will be the researchers and their
supervisor. I also understand that all the information that I give will be stored securely on a
permanent record.
I understand that my discussion with the researcher will be taped and transcribed. I
understand that I can see the finished research document.
I have had time to consider everything and I give my consent to be a part of this.
Participant Signature: ..
Date:
Date:
This study has been approved by the Research Adviser. If you have any Leader of the group
through email (bisnarcharles@gmail.com)
Any issues you raise will be treated in confidence and investigated fully, and you will be
informed of the outcome.