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/