This final topic on mobile technology was very interesting because I haven’t fully considered how impactful Mobile Internet Devices (MIDs) can be in the classroom. Before this reading, I tended to view MIDs as very personal tools. I use a smartphone myself and engage with multiple apps every day to stay connected with friends and updated with the latest information. However, it was only recently when I begun to really see how educational mobile technology can be. For example in my PSI, I got to use my own device in a classroom as a learning tool. My professor used Twitter as a way for students to respond to key questions after lessons. I had a twitter account already but it was more of a personal account rather than a professional learning network and I began to see how effective such tools could be. The rise of social media, networking, and mobility is definitely changing the way students learn and it is important to address the implications.
A significant change that needs to occur in the content of our education system is more attention to 21st century learning and digital literacy. This is already happening with Alberta Education as seen with the Alberta Digital Citizenship Policy Development Guide and the Alberta Framework for Student Learning. I feel it is now a matter of educators implementing such content in their classrooms as it best fits with their students’ needs. Ensuring differentiated instruction for students at varying digital literacy levels is a crucial change in the methods of the education system. It is important to consider how not all students may not have personal access to learning tools such as MIDs and how students may be at different readiness levels for such technologies. Teachers must be prepared to differentiate their instruction and assessments in such cases which is an area I personally would like to learn more about. A final change to consider in the practices of the education system is more professional development opportunities for teachers to learn about current technologies available to support students’ learning. This can be in the form of mandatory workshops, conferences, or sessions every two years or so for teachers and administrators to attend. It would of great benefit to be consistently up to date with technologies and knowledgeable on the effectiveness of different tools available.
An issue that definitely needs to addressed at the classroom level with mobile technology is when and how to use such tools appropriately and responsibly. Expectations must be discussed and established with students when integrating such technology otherwise the tools will only distract them from actual learning. In an acceptable use policy, I would emphasize how technologies are means to achieve learning outcomes and how mastering apps and tools are not the desired learning goals. I wouldn’t completely ban the use of MIDs in my classroom. Instead, I would ensure that such tools are used critically for the purpose of learning. Something I have in mind is perhaps having a designated area in the classroom for students to park their MIDs for the first half of class until they serve as learning or collaborative tools.
An article I found on using mobile phones in the classroom provides examples from teachers that show how such devices can strengthen learning. A geography teacher from Portsmouth has found that “encouraging mobile device use has enabled our students to access resources that we cannot provide otherwise. For example, students access the internet for research”. The teacher goes on to describe how during fieldwork, students can record images, video, sound, take notes, use GPS technology and mapping software to record information essential to their coursework. Ultimately, he explains how MIDs strengthen learning in the following quote:
A significant change that needs to occur in the content of our education system is more attention to 21st century learning and digital literacy. This is already happening with Alberta Education as seen with the Alberta Digital Citizenship Policy Development Guide and the Alberta Framework for Student Learning. I feel it is now a matter of educators implementing such content in their classrooms as it best fits with their students’ needs. Ensuring differentiated instruction for students at varying digital literacy levels is a crucial change in the methods of the education system. It is important to consider how not all students may not have personal access to learning tools such as MIDs and how students may be at different readiness levels for such technologies. Teachers must be prepared to differentiate their instruction and assessments in such cases which is an area I personally would like to learn more about. A final change to consider in the practices of the education system is more professional development opportunities for teachers to learn about current technologies available to support students’ learning. This can be in the form of mandatory workshops, conferences, or sessions every two years or so for teachers and administrators to attend. It would of great benefit to be consistently up to date with technologies and knowledgeable on the effectiveness of different tools available.
An issue that definitely needs to addressed at the classroom level with mobile technology is when and how to use such tools appropriately and responsibly. Expectations must be discussed and established with students when integrating such technology otherwise the tools will only distract them from actual learning. In an acceptable use policy, I would emphasize how technologies are means to achieve learning outcomes and how mastering apps and tools are not the desired learning goals. I wouldn’t completely ban the use of MIDs in my classroom. Instead, I would ensure that such tools are used critically for the purpose of learning. Something I have in mind is perhaps having a designated area in the classroom for students to park their MIDs for the first half of class until they serve as learning or collaborative tools.
An article I found on using mobile phones in the classroom provides examples from teachers that show how such devices can strengthen learning. A geography teacher from Portsmouth has found that “encouraging mobile device use has enabled our students to access resources that we cannot provide otherwise. For example, students access the internet for research”. The teacher goes on to describe how during fieldwork, students can record images, video, sound, take notes, use GPS technology and mapping software to record information essential to their coursework. Ultimately, he explains how MIDs strengthen learning in the following quote:
The benefit for us as teachers is the personalisation, and the freedom for students to access resources. Often the lower ability children find mobile devices enable them to interact more freely and use tools to learn. We find that it encourages student voices and increases engagement.
- Mobile phones in the classroom: teachers share their tips
Teachers should begin to bring mobile technology into the classroom by being aware of its purpose and capabilities first. This can be done by learning about different apps and tools from workshops or by collaborating with colleagues who have experience. Teachers should then evaluate how such technology would fit students’ needs and achieve learning outcomes. I believe it is important to discuss and create classroom expectations for using mobile technology with students so personally, that would be my final step for integration.
Mobile technology is changing the nature of learning by enabling students to learn at any time and place. I can personally attest to this as I have been on a week-long vacation in the U.S during this online course and have managed to stay on track in my learning. I was able to connect to wi-fi internet at various places such as hotels, restaurants, and cafes to access each reading on my smart phone. This was particularly handy when I was on the go or had to wait for people or an event to start. Such an experience has made me realize how learning nowadays goes beyond classroom walls with the technologies available. Learning at any time and place is something I personally want my students to do as it fosters an inquisitive, life-long learning attitude that I genuinely see as the goal of this profession.
References:
Drury, Emma. Mobile phones in the classroom: teachers share their tips. September 10 2012. Retrieved July 20 2013 from: http://www.guardian.co.uk/teacher-network/2012/sep/10/mobile-phones-classroom-teaching
Significant Comments:
http://agroenenboom.weebly.com/2/post/2013/07/mobile-internet-devices.html#comments (Allison)
http://mrbolokoski.weebly.com/2/post/2013/07/wiki-collaboration.html#comments (Lawrence)
Mobile technology is changing the nature of learning by enabling students to learn at any time and place. I can personally attest to this as I have been on a week-long vacation in the U.S during this online course and have managed to stay on track in my learning. I was able to connect to wi-fi internet at various places such as hotels, restaurants, and cafes to access each reading on my smart phone. This was particularly handy when I was on the go or had to wait for people or an event to start. Such an experience has made me realize how learning nowadays goes beyond classroom walls with the technologies available. Learning at any time and place is something I personally want my students to do as it fosters an inquisitive, life-long learning attitude that I genuinely see as the goal of this profession.
References:
Drury, Emma. Mobile phones in the classroom: teachers share their tips. September 10 2012. Retrieved July 20 2013 from: http://www.guardian.co.uk/teacher-network/2012/sep/10/mobile-phones-classroom-teaching
Significant Comments:
http://agroenenboom.weebly.com/2/post/2013/07/mobile-internet-devices.html#comments (Allison)
http://mrbolokoski.weebly.com/2/post/2013/07/wiki-collaboration.html#comments (Lawrence)
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