Mobile Learning in the Classroom
In 2007 (grade 10) I was caught texting on my mobile phone, I had it confiscated for the day and warned that the second offence would result in after-school detention. In just a few short years, the mobile phone and other digital devices have become much more widely accepted as educational tools as opposed to mere forms of distraction. In today's day and age, it is extremely rare to come across a high school student that doesn't own a mobile phone. As educators we should embrace this increasing prevalence and learn to incorporate the technology into our curriculum.
Mobile learning allows a new level of interactivity, connectivity and productivity to be achieved in the classroom. One small handheld device can provide students with access to videos, apps, games, portable hardrive and audio devices (Dale & Pymm, 2013). This provides excellent benefits to classrooms, where interactivity and engagement is established and students can become confident in using the technology that will be surrounding them when they enter the workforce (Slykhuis cited in Dale & Pymm 2013).
I believe that the Australian Education system (along with many teachers and parents) were initially sceptical of the implementation of mobile devices in the classroom. Several projects were completed country wide and tests were done to see if integrating mobile learning was positively influencing the classroom dynamic or not. One particular project was the Global Mobile Learning Research Report in 2009, where the benefits and downfalls of mobile handheld devices were investigated. The research concluded that the devices "enhanced learning and were helpful for teachers to scaffold curriculum and embed questions, promoting more meaningful interaction" (Global Mobile Learning Research Group, 2009). I think it will take quite a while to convince all teachers and parents that the integration of mobile devices is beneficial, but the Australian education system is well on its way to doing so.
The above clip shows different teachers' views on mobile learning. I particularly agree with Billie McConnell's point of view at 4:20sec. His approach to integrating technology in the classroom is to decide what we want our classrooms to look like and how we want students to think and be creative, followed by utilising the technology that will help us to achieve exactly that.
Mobile learning fosters eight pedagogical perspectives that are all equally valuable in a classroom setting. These include problem-based learning, situated learning, constructivist perspective, context awareness, social-cultural theory, collaborative, conversational and activity learning (Naismith et al. ND). I am particularly drawn towards the 'constructivist perspective' where students positively construct their own understanding and knowledge through the interaction of all classmates and the teacher. Mobile learning has such a variety of benefits that support group learning, from interactive games to quizes that provide immediate feedback allowing students to interact and share knowledges.
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I also highly regard the flexibility of learning that is provided by mobile devices, as it has been viewed as the key element of developing the learner experience via mobile technologies (Luckin et al., cited in Dale & Pymm 2009). Students have the chance to download podcasts or apps on their mobile device and then have the opportunity to complete these tasks at any time that suits them, independently of the teacher. This can be extremely beneficial for homework tasks or activities, ensuring that students are thinking about the task at hand, even after the school bell has sounded. Or conversely, a 'flipped classroom' activity can be downloaded prior to the lesson, allowing students to have a brief understanding of the content before the class begins.
The idea of integrating the mobile device into the classroom seems fantastic, but there is always a catch. As Dale and Pymm (2009) state, "the potential for varied modes of disruption (by the iPod) is enormous". There needs to be an element of trust established between student and teacher for this technology to be implemented effectively. I think that is why the system works so well in university - where students have a higher maturity level and are all attending class with the same aim of understanding the content.
If I were to integrate this technology in my classroom, I would have to set strict rules and consequences for using the devices in non-educational ways. Furthermore, I feel it is extremely important to remember that mobile devices are just tools, the teacher must still always be available to motivate and assist students in learning, irrespective of the technological tools.
If I were to integrate this technology in my classroom, I would have to set strict rules and consequences for using the devices in non-educational ways. Furthermore, I feel it is extremely important to remember that mobile devices are just tools, the teacher must still always be available to motivate and assist students in learning, irrespective of the technological tools.
References:
- Dale, C & Pymm, J. (2013). Podagogy: The iPod as a learning technology. Active learning in higher education 10(1), 84-96. doi: 10.1177/1469787408100197
- Global mobile learning research project. (2009). Etech Group Pty Ltd. Retrieved from http://louiseduncan.global2.vic.edu.au/files/2009/08/Mobile-Learning-Research-Report_Etech2009_Final.pdf
- Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M. (ND). NESTA Futurelab series Report 11: Literature review in mobile technologies and learning. University of Burmingham. Retrieved from: http://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf
- Youtube Clip: Retrieved from https://www.youtube.com/watch?v=AQgCXEoTap4