Paul, W. JamesTysowski, Nicola Alexis2013-07-172013-11-122013-07-172013http://hdl.handle.net/11023/837This thesis consists of a high school classroom teacher-researcher’s critical narrative reflections on student usage of personally owned cell phones. The teacher-researcher explores, with assistance from scholarly voices, evidentiary exemplar data between a school based policy and her students and their use of cell phones. The teacher-research seeks understanding of the complexities and tensions that arise from the introduction and acceptance of digital smart cell phones in a classroom. The research comes to focus on questions regarding school/classroom policy for the inclusion of cell phones in a school and students’ practices with them, the “essence” of a cell phone, the “power” embodied in cell phone technology, the phone’s “mediating” abilities, and the phone’s connection to “posthumanism”. The teacher-researcher concludes with a summary understanding regarding impacts of such a device on her teaching practice.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.EducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationEducationphenomenologyHermeneuticsLearning Environmentmaster thesis10.11575/PRISM/27315