ABSTRACT
This chapter examines the role of mobile devices in the classroom, offering a context for reassessing their pedagogical promise. It qualifies discussions of “digital natives” and “learning styles” to account for why teachers struggle to fit third screens (i.e., smartphones) into educational environments. In response, it offers an alternative pedagogy that reimagines smartphones as learning tools. The chapter presents a review of practical tactics and considerations for using third-screen devices in religious studies classrooms of all kinds.
