The value of mobile technology in teaching and learning;
The current culture,
or “social revolution” (Rheingold 2003 Author of Smart Mobs: The NextSocial Revolution) where mobile technology is to hand or
more realistically in every ones hand. The term mobile is defined by the
ability to move or be moved effortlessly. From a constructivist approach to
learning, the benefit of this new age is to utilise the already built in
awareness to a learning aid or device like an iphone or ipad. Mike Sharples (a professor of educational technology in University
of Birmingham) states “rather than seeing
them as disruptive devices, educators should seek to exploit the potential of
the technologies children bring with them and find ways to put them into good
use for the benefit of learning practice” (Sharples 2003) Lecturer’s and
teacher’s can build upon the learners prior knowledge and skills in mobile
technology to teach, learn, observe, structure in all areas of the classroom
environment.
From a lectures
perspective, the benefits to mobile technology ranges from group text and email
to students to inform them of room change, timetables and tutorials, as well as
links to websites, YouTube video’s, demonstration videos, skyp to aid distance
learning, notification of attendance. With out forgetting time management, lesson
plans and general notes.
From a learners
perspective the list is potentially endless if used effectively in the
classroom.
MarkGreenfield and educational
technology consultant believes that “where education technology tends to fall
down is where professors use it to teach the way they have always taught,
rather than understanding the advantages of a new media” he also states that “
there is a tendency to add technology to the classroom without adequate
training in how to use it effectively”. Shaples states that “learning is mobile
in terms of space, ie it happens at the workplace, at home, and at places of
leisure, it is mobile between different arrears of life” (Sharples 2003). mobile
technology can be invaluable if used for the outside classroom,
field trips,
access to the lecture and the lectures notes, multi-sensory learning, learning difficulties
with detection as well as an active aid in the learning experience and the
flipped classroom that works side by side with technology.
Bibliography
David, F. C. (2013, 2 8). Informationweek, education.
Retrieved 11 4, 2013, from Class room tecnology faces sceptics at reaserch
universities :
www.informationweek.com/education/instructional-it/classroom-technology-faces-skeptics-at-r/240148217?pgno=2
Januszewski, A. M. (2008).
Educational technology intergration. different values, different
understanding , 3 (55), 223-252.
Naissmith L, L.
P. (2004). Futurelab series. Retrieved 11 1, 2013, from
telearn.archives-ouvertes.fr/docs/00/19/01/43/PDF/Naismith_2004.pdf
