Mobile Devices in the Classroom

Mobile devices in the classroom seem to be the rule, as opposed to the exception that they once were 10, even 5 years. It seems that new apps for iPads are continuously being created to facilitate learning, improve pedagogical delivery and outcomes in the classroom. It's not just tablets and apps that are being used as learning tools but also robotics, smartphones, portable media players and digital camera's which all have their place in the 21st Century classroom.Using mobile devices in the classroom has many benefits.

This week, I have revisited Prezi and used it to structure my blog for this week.  Enjoy!


 


This blogging task has given me the opportunity to investigate the positives and possibilities of using ICT’s. Yes, they can be used as effective engagement tools but there’s so much more to it. They are an instrumental pedagogical tool to transform teaching and learning so as to impact on positive assessment outcomes.

Some plus components relating directly to Mobile Devices and education include:

• Tablets can hold hundreds of text books on one device, plus homework and other files.
• E-textbooks on tablets cost approximately 50 - 60% less than print textbooks.
• E-textbook can be updated instantly to new editions or include new information.

It's not all roses though.  Some studies have attributed health issues relating to ICT use including childhood obesity, sleep disturbances, skeletal system disturbances (especially from hand held devices), eye strain, even early onset of obsessive behaviours.

Some minus' in education include:

• People who read print text comprehend more, remember more and learn more than those who read digital text.
• Print textbooks cannot crash, freeze or get hacked.
• Tablets are more susceptible to theft than print textbooks (www.stateimpact.npr.org)

A few interesting facts regarding Mobile Devices in the Classroom include:

• The phone functionality of a smartphone is secondary in terms of usage.

• In some schools, cyber-bullying and disruptive behaviours have actually decreased due to the implementation of policy (www.theguardian.com)

One particular mobile device are drones. Drones are unmanned aerial devices that can be used inside (or outside) classroom situations. Where available (and permitting policies in place!) drones can be used in lesson planning in HPE classes to examine player tactics and movements in sports. They would also prove useful in lessons in Multimedia and Geography. As a pre-service Business teacher, I have decided to examine the potential of using a drone in a Real Estate simulation. In groups, students are given scenario's of potential buyers. Using tablets, they are to determine the benefits and costs of buying a property and justify their answers.

The SAMR model above includes a drone activity. Lessons are scaffolded starting a simple tasks and moving through to more complex activities.  In due time, a lesson will be included on how to operate the drone. Students are to select a property and use the image (either still images or continuous) in their assessment. 

I have included a photo of our property below to demonstrate images produced by drones.

This current the use of Mobile Devices in the Classroom is just the tip of a large iceberg of new teaching and learning possibilities afforded to us by mobile devices and other technology. The potential use of mobile phones and other devices becomes apparent when you consider them more as powerful handheld computers, complete with camera, speakers and educational apps and less of their primary functional use.

The Guardian (2012). Mobile phones in the classroom: Teacher's share their tips.  Sourced on 26th April, 2015 at http://www.theguardian.com/teacher-network/2012/sep/10/mobile-phones-classroom-teaching

MacArthur, Catherine T. (2012). Mobile devices for Learning: What you need to know. Accessed on 28th April, 2015 at http://www.edutopia.org/pdfs/guides/edutopia-mobile-learning-guide.pdf

State Impact (2012).  The downside of a high-tech classroom.  Sourced on 26th April, 2015 at 

http://stateimpact.npr.org/florida/2012/11/20/the-downside-of-a-high-tech-classroom/

YouTube (2011). Mobile Devices in Teaching & Learning. Sourced on 23rd April, 2015 at https://www.youtube.com/watch?v=UEFXZomXs-o

YouTube (2011). Are mobile devices fundamentally affecting higher education?.  Sourced on 23rd April, 2015 at https://www.youtube.com/watch?v=XwYxp0pWLEI

Reflective Synopsis

I have recorded this Reflective Synopsis as an audio file.  The script follows along with References and Reference list.

listen to ‘Reflective Synopsis’ on audioBoom

To date, this course has provided avenues of exploration of some excellent eLearning (using electronic educational technology in teaching and learning) tools.  Lessons have been scaffolded accordingly and incorporated foundational research on learning theories, digital pedagogy (using digital technology to teach) and eLearning tools. It has been structured so that the pre-service teacher is exposed to a wealth of relevant websites and information, so that a solid resource base is compiled upon completion.

The use of ICT’s is becoming increasingly prominent in the 21^st Century classroom.  The current generation seamlessly transition between their ‘real’ and digital lives (BECTA 2008, p.12).  Loosely coined the “Net Generation”, it seems only natural to move away from traditional, industrial focused behaviourist modes of teaching and create pedagogical applications that allow for authentic experiences and interactions to be used in the ‘real’ world.  Acknowledging the critical role that ICT’s are deemed to play in the future of economic growth, development and success within a globally competitive market, allows for the development of content creators, technology innovators and digitally fluent users of technology (Howell 2012 p.147). 

It is recognised that student’s today require education that will empower them in modern society and schools should aim to transform teaching and learning about ICT to teaching and learning with and through ICT.  In undertaking this Constructionism approach, eLearning aids to secure economic growth and the stability of the future (DETA: eLearning for smart classrooms 2008, p.3).  Using ICT’s in the classroom should aim to engage this digital generation, improve individualised learning opportunities and spark innovation in learning through meaningful, engaging and connecting units of work (DETA: eLearning from smart classrooms 2008, p. 1).

Learning theories are fundamental to the success of the implementation of ICT's in the classroom, as they scaffold learning and anchor the lesson around creative, experimental and purposeful activities. If used in alliance to an appropriate learning theory, eLearning can develop skills that are affective, metacognitive, higher ordered and collaborative.  The ways in which eLearning can occur are endless and standard software programs can be used in numerous ways.  For example using PowerPoint in conjunction with the SAMR model, teachers can scaffold lessons beginning with simple tasks and move through to more complex activities. 

Through PowerPoint, teachers can ask students to demonstrate critical literacy in a presentation by enhancing texts with visuals or animations to support their ideas and understandings.  Students are initially able to organise and represent their idea’s using the Smart Art function, move onto producing interactive quizzes with hyperlinks in PowerPoint and finally can present their unit of work as a self-running multi-modal text and set-up a ‘kiosk’ for peer interaction to collaborate information, ideas, techniques (Connectivism).  Although some tasks may involve some degree of rote learning, this approach allows teacher’s to take on a facilitator’s role in learning and tasks are essentially learner-based.

Along with resources available, I believe that the greatest impact on eLearning effectiveness comes down to the individual teacher’s attitude, motivation and confidence in implementing eLearning.  This facilitating role requires teachers to receive ongoing support and the professional development of teachers is imperative so that teachers are kept abreast with emerging technology.  Training provided to pre-service teachers should be relevant, encourage heightened collaboration, expand professional networks and be informative on the policies in place for the safe, legal and ethical use of ICT’s in the classroom.

In the period of 2008 – 2011, as part of The National Secondary Schools Computer Fund, the government pumped a cool $900 million to purchase new or upgraded ICT’s in Australian secondary schools (Education Queensland: 21 steps to 21^st Century 1-to-1 success, 2011 p. 16).  That is some serious dollars and it sends a very clear message to pre-service teachers such as myself - either skill-up and embrace the technology or quite frankly, get left behind.

Although governed and guided by authoritative bodies e.g. Education Queensland, as it stands today, educational facilities have individualised policies on how they safely, legally and ethically use ICT’s including Internet usage, mobile devices and other related technology in their schools.  However, as the Government pour more funding into research projects, programs and databases relating to eLearning, my concern is the that the future of technology in Schools may encompass a streamlined and standardised (state-wide or national) approach to delivering education.

With the introduction of databases such as OneSchool and OnePortal, I hope that the outcome of this transitional period results in a more personalised system, where individualised learning opportunities are not only improved upon but become the focal point to meet the educational needs of individual students.

The use of ICT’s in the classroom not only enhances learning by appealing to a variety of learning techniques and abilities but is also aids for digital fluency.  Learning designs that incorporate technology and a relevant learning theory, provide engagement and technology ‘know how’ for real life experiences. The outcome of use of ICT’s and eLearning supports the development of creators, innovators and fluency in a digital age.

REFERENCE LIST

BECTA (2010). The impact of Technology: Value-added Classroom Practice.  Sourced on 24th April, 2015 at http://webarchive.nationalarchivves.gov.uk/20110130111510/http:/becta.org.uk

Department of Education, Training and the Arts (2008).  elearning for smart classrooms.  Sourced on 26^th April, 2015 at http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Education Queensland (2011). 21 steps to 21^st Century 1-to-1 success.  Sourced on 26^th April, 2015 at: http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-21steps.pdf

Howell, J. (2012). Teaching with ICT: Digital Pedagogies for Collaboration and Creativity (1st edition), South Melbourne Vic: Oxford University Press.