Mobile Learning in the Classroom

Technology is always being improved and upgraded. Today, almost everyone living in a first world country has access to a device which allows them to access the internet. What was once the size of a room is now available in the palm of one's hand. Technology has become much more portable and additionally user-friendly (Howell. 2012, p 55), so that now one can have all the information they could ever need in their pocket.

Having all this information at one's fingertips, means that mobile devices are now being worked into an educational environment. The use of technology within the classroom has increase due to the large scale of the "global information society"(Howell. 2012, p 55, which refers to the receiving and sharing of information. Also the fact that the generation of students that the mobile devices have been employed to teach have grown up in a world where there is a device to assist them in pretty much any situation. Therefore the way in which they learn is a lot different than the traditional teaching forms and they are able to learn more successfully with the use of technology (Howell. 2012, p 55.

 

Concept Map of Mobile Learning

(click for bigger image)

Made Using Popplet: http://popplet.com/

 

However, even with this positive of easy access to information many still view the use of mobile devices within the classroom in a negative light (Campbell, 2013). It is true that mobile devices can be misused in class for texting etc., but if they are used in an appropriate manner, they can become a highly beneficial part of the learning experience.

 

 The use of mobile devices allows students to do more than simply access the internet. Students have the ability to download apps which can aid them in their study (Campbell, 2013) , some examples of such include eBooks , apps for note taking (Penultimate & inClass) and there are even apps for more specific activities such as a virtual frog dissection app. There is an app for just about everything, and they are also often quite affordable making them an easily assessable tool for students.

 

Mobile devices also can be used as a tool to communicate in an educational manner. They can be utilized as a polling system (Campbell, 2013), through the use of sites such as 'Top Hat & Monocle'. This allows all students to be able to have their say on the set topics, even the shyer students as responses can be given anonymously.  

 

Through the use of mobile devices in conjunction with these features, it creates an engaging and informative learning environment (Campbell, 2013). With proper use mobile devices can be an extremely beneficial tool, and someday people will see the potential they hold and cease to view the use of mobile devices within schools negatively.

 

 

References

 

Campbell, C. (2013). Week 12: Mobile Learning in Schools [PowerPoint Slides], EDUC1049. University of Queensland, St Lucia, Australia.

 

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press.

 

Mobile Learning 1 [Image], (n.d). Retrieved on May 21, 2013 from:
http://ievap.edublogs.org/2011/01/21/learning-design-mobile-learning/

 
Mobile Learning 2 [Image], (n.d). Retrieved on May 21, 2013 from:
http://alana6705.blogspot.com.au/2010/04/who-pays-cost-of-mobile-learning.html
 



Assesment Using ICT

With the integration of technology into an educational setting, it can be expected that the use of technology would be an element of the assessment of today's students. Also through "using technology in both teaching and assessment" it "improves student learning"(Kent & Campbell. 2013, p 34). Through assessing a student with technology, it is not only examining their knowledge of the set subject but also their ability to use technology effectively.

The most commonly used technologies within assessment would have to be programs such as word and PowerPoint. However, there are a whole array of technology out there which can be utilized for student assessment.

An example of such is Jing. Jing can be used in conjunction with programs such as PowerPoint, in order to bring it to life. After creating a PowerPoint slideshow the student can use Jing to narrate, or insert other media onto the slides (Howell. 2012, p 217). After this has been completed, the PowerPoint slide and the media are created into a video which can emailed to the teacher for assessment. Or alternatively the teacher can email Jing videos to the students of specific topics as a way to continue the learning outside of the classroom- and increasing the connectivity within the classroom (Howell. 2012, p 217).

Jing can also be used as an alternative to Oral Presentations, which allows "more multimedia to be used" (Howell. 2012, p 217). This also allows the shyer students to be able to present their presentation with clarity and confidence.

This video is quite helpful in gaining a stronger understanding of a Jing presentation: Click Here

 

A screen shot of the video (link above)

 

Another technology which can be used for assessment is ePortfolios. ePortfolios can have a range of uses. They can be used as a self introduction page, which lists things like hobbies, this use of the technology can be used for assessing a younger grade or if one was assessing the use of technology itself.

 

An ePortfolio can contain text, images and other form of multimedia (Howell. 2012, p 207), this makes it not only engaging to make but also to view. Also through the use of these various forms of multimedia it demonstrates both the students "abilities as well as self expression" (Howell. 2012, p 207). Another positive of using ePortfolios is that because of their online nature they can continue to be maintained over time to keep the information current and up to date. 

 



An additional example of a technological platform which can be used for assessment is blogs. Blogs "facilitate formative learning that is linked to assessable learning outcomes" (Kent & Campbell. 2013, p 35). The online nature of blogs allows the teacher as well as other students to give further feedback, which can be left in the comments section of the appropriate blog post (Kent & Campbell. 2013, p 35).

References

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press.

Kelley, R (Creator). (April 15 2010). Screencasting: Creating a Narrated PowerPoint with Jing [YouTube Clip]
available from: https://www.youtube.com/watch?v=npMuCWOvmVE 

Kent, P & Campbell, C. (2013) Assessment for Teaching Today. Australia: Macmillan Teacher Resources

Social Constructivism

Constructivism is a learning theory that focuses on the students formulating their own knowledge, and not having as much reliance on the teacher figure, as opposed to the traditional classroom (Rowe. 2006). Social Constructivism is basically this same principle just taken in a social context, which operates on the idea that knowledge is created by an individual through their social interactions (Howell. 2012, p 23). Although the teacher acts a merely a guiding figure within this learning theory they still play a key role in the student's educational development. The guiding role of the teacher within Social Constructivism has led to teaching styles which branch off from this central theory such as 'anchored instruction' (Rowe. 2006).

The defining element of the constructivism learning theories is that the students are "an active contributor" to their own learning (Rowe. 2006). As a result of this lessons that employ this learning theory are generally centred around "what the student can bring to the learning situation" (Rowe. 2006).

However, there are several instances in which this learning theory would not be beneficial to a students learning. These include if you are teaching non-English speaking students (Rowe. 2006), or teaching on a topic which has not previously been addressed, as if students were to direct their own learning in these situations they would become lost and the lesson would hold no educational benefit for them.

Concept Map of Social Constructivism
(click for bigger image)

 Made Using Popplet: http://popplet.com/




The benefits of integrating activities that facilitate this learning theory is that students are more likely to remain engaged and work to the best of their ability, as they can work at their own pace without being rushed through the process.

Technology also assists in the use of this learning theory as if the students have access to the internet and they can locate information themselves and formulate their own ideas, which enables them to become more independent learners (Howell. 2012, p 9). Technology also provides a window for educational social interaction, this is achieved through the exchange of knowledge through the internet. Some examples of online instances in which an exchange of knowledge could occur are discussion boards, wikis or even in the comments of something seemingly irrelevant such as a YouTube video. If students are allowed to use the technology themselves as opposed to viewing their teacher using technology, the students will in turn have a greater understanding of how to correctly use the technology (Howell. 2012, p 114-15) This is an extremely important skill to have when entering the workforce, as in this technological age employees will be expected to be able to use technology to perform tasks (Howell. 2012).


Answer the quiz below to test your understanding of Social Constructivism.

1. Within this learning theory, is emphasis placed on the knowledge that students can contribute?
True
False
Not Sure

2. Select the appropriate definition of Social Constructivism
The ability to talk to people
Social interaction relates to a growth in knowledge
The creation of social phenomena

3. Social Constructivism is appropriate for every teaching situation.
True
False
Not Sure
Score =
Correct answers:

References

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press.

Rowe, K. (2006). Effective teaching Practices for Students  with & without Learning Difficalties: Constructivism as a Legitimate Theory of Learning and Technology? http://research.acer.edu.au/learning_processes/10

Digital Storytelling

Digital Storytelling allows students to be able to create their own content with the use of technology, which is an imperative feature within their learning as part of generation c (Robin. 2008). It is essentially a tool to create a story but with other additional elements such as images, video and audio, which contribute to the storytelling experience(Robin. 2008). 

Another aspect of Digital Storytelling which is quite engaging for the students is; the use of visual and text sources side by side, which according to Robin; "accelerates student comprehension" (Robin. 2008). After one completes their digital story it can then be shared by uploading it to a website or burning it onto a disc (Robin. 2008). The fact that the story can so easily be shared on a moderately large scale means that the students as generations c are in their element and are therefore more engaged in the process.

Generally if Digital Storytelling is mentioned, one automatically assumes that is to do with simply the telling of stories. However, digital storytelling has a wide range of uses and is becoming more common in today's classrooms because of its affordable and user friendly nature (Robin. 2008. That fact that is technology based is, in itself a educational tool, as it is preparing the students for the use of technology beyond their schooling.

Digital Storytelling can be utilized as a presentation tool, which can be integrated "to enhance current lessons within a larger unit"(Robin. 2008), and to make complex concepts "more understandable"(Robin. 2008). Robin suggests that teachers can use Digital Storytelling for “facilitating discussion about the topics presented in a story and helping make abstract or conceptual content more understandable”(Robin. 2008) This relates to the use of Digital Storytelling programs to create a historical overview or an instructional story, in order to introduce students to a new concept (Robin. 2008). In regards to presenting the students with a historical Digital Story, Robin makes the suggestion of the inclusion newspaper articles and historical photographs in order to create a more genuine learning experience that the students will embrace (Robin. 2008).

An Example of a Digital story created by a teacher for a 3rd grade audience

Creating a Digital Story is an engaging experience for students, and "motivation is a critical ingredient in learning" (Robin. 2008). It is engaging for the students as it allows them to demonstrate their knowledge on particular subject matter, gives them the opportunity to interact with technology and allows them to be content creators. Through participating in a Digital Storytelling experience the students are also developing important  research skills, the ability to evaluate information, "the ability to express their opinions and construct meaningful narratives"(Robin. 2008).

References:

Robin, B. 2008. 'The Effective uses of Digital Storytelling as a Teaching and Learning Tool'. In Handbook of Research on Teaching Literacy through the Communicative and Visual Arts, Vol. 2, New York: Lawrence Erlbaum Associates.

Robin, B. 2008. 'Digital Storytelling a Powerful Tool for the 21st Century Classroom'. Theory into Practice. Vol. 47, Issue 3; United States of America: Routledge: Taylor & Francis Group.

Digital Storytelling example: 'The Atypical Animal ABCs - Digital Storytelling Project'. [YouTube Video] Retrieved May 23, 2013 from: https://www.youtube.com/watch?v=pNfzBdkOY-M
 

Wikis & Collaborative Learning

Within education there has recently been a shift away from traditional methods of teaching, as was briefly mentioned in the previous post. In addition to the inclusion of technology into the classroom, education has changed from the "old fashioned" teacher centred learning style, in which the teacher and text books were the only sources of information that the students could draw information from.

Today within the practice of collaborative learning the teacher takes on a guiding role rather than role of authority which was part of the traditional teaching methods previously employed (Howell. 2012, p. 9). When the use of technology, specifically the internet, was first integrated into teaching it was not being used to its full potential, its was only used as a source of information rather than a platform for the sharing of people's own ideas in addition. This change has emerged as the students born into today's digital world have become contributors to information rather than simply the receivers, and because of this the generation has been labelled content creators or generation  c (Howell. 2012, p.9).

The content creators have grown up in a world where technology has surrounded them in almost all aspects of their life; both educationally and socially (Howell. 2012, p.6), and it could be argued; the thing which has lead this generation to become what they are is put down to the phenomenon of social networking. Sites and apps such as Facebook, Instagram, blogs and wikis have allowed them to share their ideas and opinions, and as posted previously, this is something we all feel the need to do.

In addition to these more socially orientated instances of technology used by generation c, there are also numerous educational types of technology which encourage this natural urge to create and share. Some examples of these include Interactive Whiteboards, Discovery Missions, and Wikis.

A Discovery Mission is a student orientated activity in which the teacher becomes more of a guide figure to lay the initial framework for the students (O'Shea & Kidd. 2013). It involves giving the students a question or concept to explore in depth, but this is not to specific so as to allow for student decision making skills and creativity when approaching research(O'Shea & Kidd. 2013). A Discovery Mission can be done in small groups, and run for either a short or long period of time, ranging from a couple of sessions through to a month in length (Campbell. 2013). This exercise allows the students to "dictate the direction by which they complete the mission"(O'Shea & Kidd. 2013), they are in control of their own learning, and this in turn leads to a high level of engagement among the students, where at which point they are more likely to recall the learnt information later on(O'Shea & Kidd. 2013).

A Wiki is a collaborative website that can be edited and changed by both the teacher and the students (Maloy, Verock- O’Loughlin, Edwards, & Woolf. 2011, p.209). It is a helpful technology to organise the classes collective thoughts into the one space, and also helps students to extend their understandings of concepts through the editing feature which enables people to add to and edit others' previous contributions (Maloy, Verock- O’Loughlin, Edwards, & Woolf., 2011, p.228).

An example of a Wiki using the site: Padlet
(click image for larger version)

 
References:

Campbell, C. (2013). Wikis and Webquests. Retrieved May 10 2013 from https://learn.uq.edu.au/webapps/blackboard/execute/displayLearningUnit?course_id=_10335_1&content_id=_237178_1&target=blank

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press.

Maloy, R.W., Verock- O’Loughlin, R., Edwards, S.A., & Woolf, B.P. (2011). Transferring learning with new technologies (MyEducation Kit). New Jersey: Person. (Chapter 8. Pages 206 -239).

O'Shea, P. & Kidd, J. (2013). Discovery Missions: An Educational Tool for Web 2.0. In R. McBride & M. Searson (Eds), Proceedings of Society for Information Technology & Teacher Education International Confrence 2013 (p 4008-40012). Chesapeake, VA: AACE.

Wiki [Image], (n.d). Retrieved May 16, 2013 from: http://padlet.com/wall/klw9kvnoaq

ICT Current Trends

The purpose of education is to prepare students for the world beyond schooling. This suggests that education reflects the structure of the current society so as to properly equip students with the appropriate skills and knowledge, which will lead them to future success. Therefore, in today’s digital world, it makes sense that technology would play a key role in educating our students.

An example of a new educational technology which has been making waves with its innovative design and functions is the Interactive Whiteboard (IWB), which caters for all type of learning styles (visual, auditory and kinaesthetic). An IWB is essentially a large touch-screen device connected to a projector and desktop computer, and the desktop is projected onto the surface. This device can be used in conjunction with a wirelessly controlled device such as the tablet, which allows the teacher to move about the classroom and engage with the students as opposed to remaining at the front of the classroom for the duration of the lesson as was prescribed with use of the traditional whiteboard (Gage, 2006, p.21).

Another aspect of the IWB that makes it so engaging is the ability for the student to give their opinions interactively via the use of Student Response Systems, a small device on which the students can vote on multiple choice questions and provide their own answers on single response questions within the class. When  making a student makes point in a class discussion and their thoughts are written on the board it makes their given point feel valid(Howell, 2012, p.96). This is why the inclusion of these devices is so powerful to have in today's classrooms.

The Interactive Whiteboard also helps keeps students on task, as the teacher has all the resources they could possibly need at their fingertips, this results in a flowing lesson which doesn’t involve all the stopping and starting which can cause students to lose both interest and focus (Gage, 2006, p.25) . For more on Interactive Whiteboards take a look at the video below:

 

Other digital trends within the educational world include online applications such as Wordle. Wordle gives its user the ability to create a word collage- this can be useful for educational purposes through utilising it to “represent a specific topic and stimulate discussion and debate” (Howell, 2012, p.234).

An example of a wordle word collage

Another online educational trend is Social Networking, which is often referred to as Web 2.0 (Howell, 2012, p. 158).  A large sum of people worldwide are signed up to the Social Networking site, Facebook. When Social Networking began to be included into schooling, people probably couldn’t see how it could be used for educational purposes because they would had only ever used it in a social context. However, it does have a place in the classroom and can be a beneficial teaching tool (Howell, 2012, p.158).

An example of how Social Networking can contribute to the educational environment is the setup of a class Facebook page, this lets teachers share important information with the class at the click of a button. It also acts as a device with which learning can continue outside of the classroom environment, and in addition it allows the shyer students who may not feel comfortable giving their opinions in front of the class the opportunity to share their thoughts and ideas, which as mentioned previously is a very important aspect when it comes to gaining confidence in the classroom.

Refrences:

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity. Australia: Oxford University Press.

Interactive Whiteboard video [YouTube video] 13 March 2007. [cited 2013,21 May] Available from: https://www.youtube.com/watch?v=DjdNPMZJbLs

Kent, P. (2007, November). Pedagogy before Technology: The pedagogical Underpinning of the Effective Intergration of ICT.

Wordle Collage [image on the internet] 23 May 2011. [cited 2013, 21 May] Available from: http://www.worldlanguagetech.com/?p=150