Mobile Learning in the Classroom

As the move towards ICT learning practices is becoming more ubiquitous we must take a look at the mobile devices that are used to access the applications and tools that support ICT learning.  Mobile devices such as Apple iPods and iPads are being used in classrooms for their limitless applications, mobility (students are not restricted to where they can use them) and ease of use (Howell, 2012). Dale and Pymm (2009) highlight how effective the use of IPods are in tertiary education through the example of Duke University in the United States. Here, university students were provided with iPods to support the learning and delivery for a range of subjects. The use of the iPod in this context fell into five main categories:

1.     As a class content dissemination tool

2.     As a classroom recording tool

3.     As a field recording tool

4.     As a study support tool

5.     As a file transfer and storage tool

From here, Dale and Pymm discuss the pedagogical application of iPod use in classroom, including its use for podcast based assessment pieces and the creation of multimedia products specifically for iPod viewing.

On Australian shores, iPads are being trialed in schools nation-wide as part of the Department of Education and Training‘s (DET) commitment to ensure the latest technology is suitable for schools (Department of Education and Training, 2012).  The results of the trial found that multi-tool learning device was adaptable into almost every facet of curriculum delivery across the P-12 spectrum. One teacher stated:

“Student response to the devices has been overwhelmingly positive. Each student has been assigned an iPad, which they may name, establish their personal email and retain work. The students take very good care of their iPads, which I attribute to their sense of ownership’ of the device.”

Teacher  - Doomadgee State School

From reading the results of the trial, I believe that the most beneficial aspect of this mobile technology is that they allowed for personal-paced development similar to that seen a constructivist learning environment. In order to reap the benefits of this technology I think a focus that shifts from the use of content base apps to those that stimulate consumption, curation and creativity (Daccord, 2012). As the device itself is a creative tool, their use operates the best through the creative opportunities the device itself provides.  Further to this, mobile learning devices also provide opportunities for development beyond knowledge attainment by promoting fine motor skills and gaining experience with a technological device that will be used throughout their schooling.

References

Howell, J (2012). Teaching with ICT. Australia: Oxford University Press

Dale, C., & Pymm, J. M. (2009). Podagogy: The iPod as a learning technology. Active Learning in Higher Education , 10 (1), 84-96.

Department of Education and Training. (2012) iPad Trial: Is the iPad suitable as a learning tool in schools? Brisbane: Queensland Government

Daccord, T. (2012) 5 Critical Mistakes Schools Make With iPads (And How To Correct Them). Retrieved May 20, 2013 from http://edudemic.com/2012/09/5-critical-mistakes-schools-ipads-and-correct-them/

 

Assessment using ICT

It should come as no surprise that the wide scale use of Information and Communicatiion Technologies to support teaching and learning is now being integrated into the how classroom assessment is conducted. At its core, assessment provides students with the opportunity to display their understanding of unit curriculum and provide teachers with a product to evaluate the students’ comprehension of key knowledge and concepts as well as gage their learning progress (Heywood, 2000). 

ICTs can be used in assessments as a communication tool that can be evaluated or to facilitate formative learning that is linked to assessable learning outcomes (Kent & Campbell 2013).

The mind map above demonstrates the two ways that ICT can be used to Asses students. Some of the Web 2.0 application that can be used for the assessment of communication and progress in the classroom include wikis, Twitter and Facebook. As Wikis are constantly under revision, its very functionality enables a teacher to review the history and see which components have been completed and by who. In a collaborative classroom where group contribution and effort can be unequal, the review option that Wikis provide permit individual contributions to be assessed accurately (Kent & Campbell 2013). Similarly, the hash tag function of Twitter can be used by students so teachers are able to track group discussions on a particular topic. On Twitter, students could be marked for the quality of their tweets (they need to be concise and succinct in 140 characters), how they interact with other Twitter users regarding the same subject matter and also how they engage in conversation. Finally, Facebook can be used as a communicational outlet that facilitates group collaboration on a subject-specific Facebook page as well as group sharing, assignment delivery and announcements on assessment.

Secondly ICT is used as a tool for formative assessment. Formative assessment provides ongoing feedback to teachers and students. The assessment provides information on progress, and identifies and addresses areas that require further development (Education Queensland, 2012). An example of this could be a blog similar to this one where students create their own content based on their understanding of certain concepts. The ability to publish posts at regular intervals allows teachers to observe student process. The blogging process can also become collaborative where other students can give constructive feedback that stimulates learning through the introspective reflection of the student. More ideas for how blogs (such as EduBlog featured below) can be seen in the following video:

 
In reflecting on the use of ICTs in the classroom, it is important to recognise that ICT assessment is called so because students communicate their knowledge and understanding of particular units of the curriculum through the use of the technology. ICT and assessment does not encompass exams that are merely completed online as it is too simplistic and could be done without a computer anyway (McFarlane, 2001). I believe that using ICT in assessment would be most successful through its use as a formative tool for assessment as it can successfully mark student progress, is highly stimulating and easy to access. The success of such assessment also relies on careful planning that enables a student to clearly understand their learning goals, and the use of a rubric similar to the one below could help the blog planning process.

example rubric

References

Heywood, J. (2000) Assessment in Higher Education: Student Learning, Teaching, Programmes and Institutions. Philadelphia: Jessica Kingsley Publishers

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

McFarlane, A. (2001). Perspectives on the Relationships Between ICT and Assessment. Journal of Computer Assisted Learning , 17^th edn. 227-234.

YouTube Clip

‪ymj1321, (2010) 10 Different Ways to use your EduBlogs in the classroom. YouTube Clip, Retrieved May 20, 2013 from http://www.youtube.com/watch?v=SqQ03JWETd8

Images

Blogs vs. Wiki Venn Diagram [image] n.d Retrived May 20 from http://tgianno22.wikispaces.com/Blogs+vs+Wikis

Social Constructivism

Social Constructivism expands on the Constructivist epistemology founded by Swiss developmental psychologist Jean Piaget. Constructivism is based on the belief that, through the processes of accommodation and assimilation, individuals construct new knowledge from their experiences (Howell, 2012). Social Constructivism is therefore an extension of this theory that incorporates other individuals in the construct of knowledge through their experiences in learning with each other. Lev Vygotsky, a key social constructivist theorist, theorizes that the development of knowledge understanding is derivative of socialization and social interactions (Vygotsky, 1978). 

 

In the classroom environment, social constructivism creates a learning atmosphere that thrives through the exchange of ideas and student collaboration. From these interactions students are able to form valuable negation skills while also learning how to think and understand properly. ICT and Web 2.0 are two ways that 21^st Century learning tools can be applied to the social constructivist framework.

  

One example of this is the use of a Discovery Mission to facilitate a student centered learning experience where a small group of students command their own learning journey (Kidd & O’Shea, 2013). In a discovery mission the teacher highlights a mission goal to students and provides a brief background on the task at hand. From here, students are delivered with their ‘mission’- a specific question that students will need to answer to complete the exercise. What follows is a student lead learning experience where participants are required to collate information and collaborate on ideas to produce an answer to the proposed mission. This is then delivered to the classroom via a multimedia presentation (such as PowerPoint, or a digital story) and peer reviewed by the students themselves or shared online in a Web 2.0 application (class blog or Wiki). 

Kidd & O’Shea highlight many positive aspects about the collaborative nature of Discovery Missions including its ease of use in the Web 2.0 environment, but I do have a few issues with the nature of the process and social constructivism itself. I have undertaken one discovery mission in one of our tutorials, and I found the process to be disorderly and dysfunctional. The success of this process in a social-constructivist environment is largely dependent on the dynamic of a group, the co-operation of individuals and the willingness to partake in the task at hand. The result was an uncompleted task with little to no knowledge development and lack of order and structure that accompanied the progressive method (Hirsch, 2001).

Instead, I would lean towards a more constructivist approach to teaching where knowledge conceptualization occurs through active learning. An example of this could be the use of a problem based online game that maps the students’ progress as well as encouraging them to take risks and experiment.  Below is a simple example of a mathematics game that is used to teach triangle area calculations to year 9 students:

  

TRIANGLE GAME!

 

I do agree with the constructivist approach to learning that social-constructivism is based on, but I do not think that all knowledge is gained from purely social learning and collective experience.

References

Howell, J (2012). Teaching with ICT. Australia: Oxford University Press

Vygotsky, L. (1978). Interaction Between Learning and Development. From Mind and Society. Cambridge: Harvard Univeristy Press

Kidd, J & O'Shea, P. (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 . Chesapeake, VA: AACE.

Hirsch, E.D Jr. (2001) Romancing the Child. Education Matters. Spring edn.

Images

Students Collaborating. [image] n.d. Retrievd May 20, 2013 from https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRIE5zxR5DtdTsNT3b0AWR3dEU1IzG_VsXlTQoN3kIiOLNqMG4sYw

 Team Building?. [image] n.d Retrived May 20, 2013 from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlpsCERykT1ErHFR-dXsiczClz-K9RAUEvCEh-zznMmrHI9ESZdr5c2B34KcUdsrvdvptph88wgu8ZpWHMvFOUal7ZJboZPHAvOnV8DSAJ7WZCNpdQDo5UFt1BhX95GvvSDxTulCjWMPDf/s400/big+question.jpg

 

Digital Storytelling

 

Digital story telling enables computer users to expand on traditional story telling formats (oratory or handwritten/typed with still images) to become creative storytellers using different types of multimedia to generate stimulating digital stories (Robin, 2009). Multimedia including computer based graphics, audio and video clips as well as computer generated text are used to create content that can be uploaded to a website, watched on the computer or even burned to a CD or DVD.  In his article, Robin credits the inception of Digital Story telling to Joe Lambert and the late Dana Atchley of the Center for Digital Storytelling (CDS). The CDS began in the 1980’s as community organization that provided assistance to individuals wanting to create and share their own personal narratives. The CDS is also attributed with the development of the Seven Elements of Digital Storytelling that are as follows

1.     Point of view

2.     A dramatic question

3.     Emotional content

4.     Gift of your voice

5.     Power of the soundtrack

6.     Economy

7.     Pacing

An insight into these elements is provided in the following video

 

So how can Digital storytelling be used in the classroom?

Robin highlights that digital storytelling can be utilised firstly as an instructional tool to engage students in content and secondly to provide a foundation for 21^st Century digital literacy for students who can create their own stories.

As an instructional tool, teachers are able to use previously created digital stories or form their own to engage students in new content. In doing so, teachers have the opportunity use digital stories to present conceptual and abstract content in an easy to understand format. Digital storytelling in the classroom can therefore be used as a catalyst for discussion as well as an attention-grabber to enhance lessons or to provide an effective anticipatory set. In this context, digital storytelling is advantageous as the use of visual imagery and written text enhances student comprehension (Burmark, 2004).

However the best use of digital storytelling is when students work to construct their own creative pieces. The three main categories that students’ stories fall into are personal narratives, stories that inform or instruct and also stories that examine historical events (Robin, 2009).  In engaging with these three storytelling types, students are provided with a potent learning experience as gaining cultural, informational and digital literacy. 

I believe that the real strength of digital storytelling lies in its ability to engage students who are not avid readers or writers because the technology itself encourages a less promoted skill set in art, media and production (Ohler, 2005/2006).  This is supported by a study conducted by Sara Kajder in a diverse classroom in Washington D.C. She introduced digital storytelling as a part of a personal narrative unit, and found that the different media sparked the students’ interests with reluctant readers ‘diving into bookcases’ to find out more (Kajder, 2006). By challenging the students capabilities with 21^st century technology students gained a deeper comprehension of what they were reading as well as being introduced to skills they did not even know they had. Kajders’ study is a clear example of the Technological Pedagogical Content Knowledge in full effect, displaying just how vital the application of a theoretical framework is to successful digital learning.

References      

Robin, B.R. (2009). Digital Storytelling: Powerful Technology tools for the 21^st Century Classroom. Theory Into Practice, 47:220-228

Burmark, L. (2004). Visual presentations that prompt, flash & transform. Media and Methods, 40(6): 4–5.

Ohler, Jason. (2005/ 2006). The World of Digital Storytelling [Electronic version].  Educational Leadership, 63(4), 44-47.

Kajder, S.B. (2006). Bringing the Outside In: Visual Ways to Engage Reluctant Readers. Portland, ME: Stenhouse Publishers.

YouTube Video

kvnblndng. (2009). The Seven Elements of Digital Storytelling. YouTube Clip. Retrieved May 20, 2013 from http://www.youtube.com/watch?v=a1f-_FXgJZM

Images

Digital Storytelling Wordle [image] n.d retrieved May 21, 2013 from http://kristastechtidbits.pbworks.com/f/1273700764/storytelling%20wordle.jpg

Digital story screen shot [image] n.d retrived May 21, 2012 from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipc1nVk4KXNvchIH5Xc-jCb6r9p3DbXyDW6szEDXWqOPFpheAQmw0n1Pd5hI1nvcWBdAQ4PvP0QV6St4_P-uG9PZ40hiC5tG4unWu0OsGHLABri3XQJehebvGQOlewVsyymNEP6pz3dMQ/s1600/CatLove.jpg
 

Wikis and Collaborative Learning

Advancements to ICTs now provide teachers with an array of communication technologies that can be integrated into teachers’ instructional practices. As we saw in Current Trends in ICT, technological advancements provide endless pedagogical opportunities for students in the teaching and learning process. The same can be said for how they can influence how a classroom communicates with each other. Communication technologies are electronic tools that facilitate computer mediated-communication between individuals (Maloy, Verock-O'Loughlin, Edwards, & Woolf, 2011). Examples of these include:

-       Email

-       Teacher classroom websites

-       Blogs

-       Online discussions

-       Wikis

All of the technologies listed are a part of Web 2.0 that is associated with web applications that facilitate participatory information sharing, interoperability, user-centered design and collaboration on the World Wide Web (Howell, 2012). When used in the classroom, these tools facilitate collaborative learning, where groups of learners working together to solve a problem, share information, complete a task or create a product (Curtin University, 2012). Different communication technologies are used for different audiences and educational purposes, table 8.1 below informs us of some of these key differences:

One of the collaborative tools mentioned above are Wikis. Wiki (meaning ‘quick’ in Hawaiian) is an online collaborative site created in the 1990’s. Here, several individuals are able to contribute, edit and create a document or wiki-page in a shared online experience. Maloy et al. believe that there a five key ways that communication technologies (like wikis, and those mentioned in table 8.1) can be used in the classroom and learning environment by:

1.     Teaching interactively

2.     Sharing information

3.     Building learning communities

4.     Publishing student work

5.     Energizing student writing

Although the use of collaborative technologies is mostly seen as advantageous, many teachers and schooling communities hold reservations about the use of Web 2.0 applications in the classroom.  Some of these concerns stem from the negative stigma that is often attached to social networking as a platform for abuse and cyber-bullying. Howell maintains that while some of this negative image is well earned, it is important that teachers and parents recognise that such criticism comes from the individuals who misuse the tool, and not the tool itself. This is an opinion that is also shared by Associate Professor James Curran, Director of the National Computer Science School in an Interview with ABC radio and available on the podcast below (11:00-14:00)

  

ABC Education Podcast

Curran places an emphasis on how fundamental social and emotional aspects are to the educational experience. He believes that a community cannot be created without communication. This is where Web 2.0 can be used to harvest some really great results by reaching out beyond the classroom to more resources in an innovative online teaching community.

It is easy to see how some teachers might struggle with interaction that goes beyond the physical parameters of the school and standard hours and the potential room for these tools to be misused. If I were using Wikis or Facebook in my own classroom I would clearly explain what it is, how we would use it and define a set of guidelines to ensure student safety (closed Facebook pages, for example). I believe that current and future teachers should look at these new applications as gateways to a more enriched learning experience through the new learning communities that Wikis and Web 2.0 provide.

References                               

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).

Howell, J (2012). Teaching with ICT. Australia: Oxford University Press

Curtin University. (2012) . Retrieved May 20, 2013 from http://otl.curtin.edu.au/learning_teaching/philosophy_teaching/student_centred/collaborative.cfm

Podcast

Funnel, A (Producer) & Curran, J (Interviewee) (2012, June 7). Virtual Classroom. [EdPod Programme Podcast]. Sydney: ABC Radio National retieved May 20, 2013 from

http://mpegmedia.abc.net.au/rn/podcast/2012/06/edp_20120607.mp3

Images

Stop, Collaborate and Listen [image] n.d Retrieved May 20, 2013 from http://fc06.deviantart.net/fs45/f/2009/096/d/b/Stop_Collaborate_and_Listen_by_awe_inspired.jpg

ICT Current Trends

The influence and impact of the technological advancements that mark our modern world have become an integral part of the teaching and learning process.

Educators and students alike are adopting new technological tools to enhance their learning prospects, with many classrooms equipped with Interactive White Boards (IWBs), data projectors, and easy access to laptops or PC’s (Howell, 2012). However, in order for the application of Information and Communication Technologies (ICTs) to be effective, it is imperative for the educator to not only familiarise themselves with the technology, but also to truly understand how the equipment can be used to contribute to the lesson objectives (Gage, 2006). In this reading, Gage opines that in order for ICT and IWBs to work, the pedagogical gains for the students need to be clear. Features of effective teaching with IWBs include: understanding of the students prior knowledge, well structured and well paced lessons, high-quality content and allowing students to take responsibility for their own knowledge through interdependent thinking and collaborative learning.

This is supported in the Finger et al (2007) reading which provides an insight into an array of theoretical frameworks by which pedagogical decisions on the use of ICT in the classroom could be based. Here, a strong focus on appropriate ICT planning considerations is explored. Finger et al highlights an emphasis on the understanding of a wide-range of theoretical frameworks and how IWBs and ICTs can amplify the understanding capacity of students within each framework. For example, the Instructivism theory (Gagné, 1985) could be supported through tutorial software that works similarly to Gagnés’ nine events of instruction and provides complete instructional sequences. Contrariwise, IWBs and ICTs can also be applied to Social Constructivism in a more collaborative environment. Examples include virtual reality and graphic applications that provide real-life experiences and the use of the Internet to facilitate communication and collaboration.  Below is an example of a virtual reality/graphic application used in a high school biology class:

http://www.youtube.com/watch?v=r3u5W1QiVbE

The most useful and exciting part about this new technology is its versatility across different year levels, subjects and teaching frameworks. It can be adapted easily and quickly and the potential to promote intellectual quality is enormous (Kent, 2010).  Kent offers four categories for IWB activities which all have focus on motivating students through physical participation, these are

1.     Labeling

2.     Sorting

3.     Ordering and Sequencing

4.     Puzzle, game or simulation

IWBs in particular offer some of the greatest possibilities for the future allowing knowledge to be presented as problematic and open to interpretation, enabling the promotion of high-order thinking (opposed to note-taking and memorizing) as well as its functionality – it is easy to use and students can understand it quickly.

One Canadian study on the introduction of ICTs to the classroom also saw a change in the teacher-student relationship where the teacher became a “co-learner” in the classrooms learning journey (Reid, 2002). The study found that teachers were able to discover the learning material with the students as opposed to instructing them, with the change in classroom dynamic boosting the confidence of many students.

As a teacher in training who was personally taught with little to no technology, the thought of teaching with such new and advanced technology is at first quite daunting. I agree that in order for ICTs and IWBs to be implemented effectively in a classroom, an in depth understanding of the technology itself and its application to a particular learning framework is vital (See TPACK model above). It is a case of theory informing practice. Furthermore, it is crucial that the teachers themselves have confidence and believe in the technology they are using. Students need to feel confident in their interactions with ICT and IWBs and if this does not occur they will miss out on the possible enhancements that ICTs and IWBs could provide to their learning experience.

References                                                                                                         

Howell, J (2012). Teaching with ICT. Australia: Oxford University Press

Gage, J (2006). How to use an Interactive Whiteboard Really Effectively in your Secondary Classroom. London: David Fulton Publishers

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N (2007). Transforming Learning with ICT: Making it Happen. Frenchs Forrest: Pearson Education Australia

Gagné, R. M.(1985). The conditions of learning and theory of instruction. New York: Holt, Rinehart & Winston

Kent, P (2010). Secondary Teaching with Interactive Whiteboards. Melbourne: Macmillan Digital

Reid, S. (2002). The integration of information and communication technology into classroom teaching, Alberta Journal of Educational Research. Vol. XLVIII, No.1.

YouTube Clip

ConcordConsortium (2013) Geniverse in the Classroom YouTube Clip, retrieved May 20, 2013, from http://www.youtube.com/watch?v=r3u5W1QiVbE

Images

Pizza Whiteboard [image] n.d Retrieved May 20, 2013 from http://static.guim.co.uk/sys-images/Media/Pix/pictures/2011/1/27/1296150564856/An-interactive-whiteboard-005.jpg

TPACK model [image] n.d Retrieved May 20, 2013 from http://missspinkontech.global2.vic.edu.au/files/2012/12/tpack-19gvxj6.jpg