Смартфоните – съюзници на учителя в процеса на обучение и инструмент за активизиране на третокласниците
Smartphones – Teachers’ Allies in the Learning Process and a Tool for Activating Third-grade Students

Summary/Abstract: This study explores the potential of smartphones as valuable allies in primary education, based on practical experience from second- and third-grade classrooms, combined with an in-depth review of contemporary scientific literature as well as national and European educational policies. The pedagogical practice was carried out during the second half of the academic year in grade 2 and throughout the entire academic year in grade 3 at a Bulgarian public primary school, including 24 students, approximately nine years of age. The process included active involvement of parents as partners in supporting the safe and purposeful use of personal mobile devices in the learning environment. Parents were engaged through preliminary briefings, structured questionnaires, and follow-up feedback, which helped foster mutual trust and a sustainable model of school–family cooperation. The methodology included structured instructional scenarios, targeted digital literacy instruction, and the use of various interactive tools such as Kahoot, Mentimeter, Padlet, СмарТест(SmarTest), and Google Forms. Additionally, built-in smartphone functionalities (e.g. timer, compass, QR scanner) and resources from digital textbooks were integrated to support content delivery and the development of basic technical skills. Students acquired fundamental technology-related concepts and developed confidence in navigating digital environments by applying what they had learned in authentic learning contexts. The results indicate a positive impact on students’ motivation to learn, digital competence, and socio-emotional development, alongside a stronger sense of responsibility when using personal devices. The discussion highlights the need for deliberate teacher preparation, clearly defined classroom technology policies, and a collaborative school–family approach as prerequisites for sustainable BYOD implementation in early education. Several lessons involving smartphones were observed by pre-service teachers mentored by the author. Subsequently, they designed and delivered similar activities. This contributes to the transfer of practice and establishes the present study as a valuable reference for prospective educators interested in meaningful mobile technology integration in primary classrooms.

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