School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Jerry Woodbridge


Cell Phone, Teacher, Student, Perception, Instruction




The purpose of this qualitative intrinsic case study discovered high school teachers’ perceptions of student cell phone use in the classroom at Battery Creek High School. The theory which guided this study is based on Vygotsky’s (1978) sociocultural theory and social constructivism as it pertains to the environment children grow up in affects how they think and what they think about. The case study utilized semi-structured interviews of teachers, a teacher survey, and followed by focus groups created from common themes found. The data gathered was analyzed through the method of open coding and selective coding using bold/italics and then color coding. The coding helped determine the findings were consistent or not consistent from existent research. The central research question: How do high school teachers perceive students’ cell phone use during class? The 12 research participants included the perception of high school teachers from southeastern South Carolina about how students integrated and used cell phones during classroom instruction. The student cell phone use in classroom themes developed from this study included: Frustration from parents or jobs calling students during class, cheating, not being able to separate from devices, researching faster, social media/SnapChat, playing games/listening to music.

Included in

Education Commons