forbidden ... or encouraged? When planning for new initiatives that will introduce and/or utilize information and communications technologies (ICTs) in some way, a simple general rule of thumb is worth considering: The best technology is often the one you already have, know how to (and do) use, and can afford. In many places around the world, this technology is the mobile phone. This is not to contend that 'new' technology devices should not be considered -- far from it! Rather, this general guidance is meant to serve as a reminder for planners and decisionmakers to consider how it might be possible to take advantage of and leverage *existing* technologies, and the activities and processes these technologies enable, before committing to introduce totally new (or foreign) technology tools into a given environment. Just because something is new doesn't mean that it is automatically better. Of course: It doesn't mean that it is worse, either. At a conceptual level, when considering what technology devices are to be utilized as part of a given project or activity, mobile phones may often be the 'best' technology. But: Does that make the mobile phone an appropriate or practical technology choice for use in schools, and/or by students and teachers? It depends. When it comes to mobile phones and the education sector, things aren't so simple, and answers vary considerably by place -- and are changing. In some countries and schools, mobile phones are not allowed at all for students (and in some cases for teachers as well) and/or their use is limited to certain circumstances inside (and in some instances even outside) of school. In other places, phones are allowed with few restrictions. In yet other places, long time bans on phones are being reversed. Even where bans are in place, phones are still to be found in schools, for better and for worse, and they are used for a variety of purposes (again, for better and for worse). What are some current perspectives and practices related to the use of mobile phones in schools and education systems around the world?
The mobile revolution is here. More and more schools are moving toward mobile learning in the classroom as a way to take advantage of a new wave of electronic devices that offer portability and ease of use on a budget. Netbooks, iPads, cell phones, iPods, e-readers and even PDAs are increasingly becoming the tools of choice for today's educators, and it is easy to see why.
Now, all 900 freshmen are required to use Fitbits, the wearable fitness monitors. It's part of a new college requirement that began last fall and will be rolled out with each incoming class until all students are using them.
The statistic depicts the global smartphone penetration per capita from 2011 to 2018. In 2011, the global smartphone penetration per capita was 9.6 percent. In 2017, the global smartphone penetration per capita is projected to reach 34.2 percent.
The ADL Mobile Learning Team strives to be the source of information and support for DoD mobile learning initiatives. Effective usage of handheld devices can improve personalized learning and enable learning at the point of need. The Mobile Learning capability supports both the Next Generation Learning Environment and Next Generation Learner of ADL's research and development strategies.
The future capabilities for education and training with ubiquitous access to connected devices cannot be overestimated and will continue to expand.
While mobile learning is not appropriate in all instances, we believe that it should be considered as an important part of the total learning and training support infrastructure. Want to stay up-to-date on Mobile Technology in Learning? Subscribe to our free weekly e-mail newsletter!
Just when we were starting to get used to the tools, frameworks and methodologies needed to design good mobile apps, we find the device landscape is changing again: smartwatches and other connected wearables, sensors and everything under the “Internet of Things” umbrella are bringing new complexity to our field, and makes it very difficult to tell where “mobile” or an “app” really starts and ends.
And we designers are having a hard time getting used to it. Given that many of us first approached mobile design through responsive web design, it’s been much easier to approach mobile design as if it were some kind of “smaller web with touch support and camera access”.
But the upcoming products and services are meant to live fluidly across a range of devices, sensors and network connections. So I believe that mobility, rather than mobile, defines much better the kind of environment we will have to design for.
Rather than a focus on a specific device, designing for mobility is a broader approach to design; one that delivers value because it can be transmitted by any combination of devices. Mobility forces us to think broadly and zoom out from specific devices to look at the ecosystem in which we will be designing.
With the introduction of e-learning more than a decade ago, learners were mostly confined to a computer and accessing learning at a specific location through CBTs which were essentially page-turners. Recent developments in internet and wireless technologies have led to the emergence of devices that allow us to access information anywhere and anytime. Most of these devices are interconnected, giving us the context we need and creating a ‘smart’ universe for us.
Abstract. This research study investigated the prospective teachers purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from 1st to 4th years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.
This case study examined student satisfaction with Apple iPad technology in the Biomedical Sciences Graduate Program at The Ohio State University College of Medicine. The iPad proved effective in student recruitment and engaging students in active learning. Although technical issues diminished its effectiveness as a teaching tool, these needs prompted important changes in network management at the institution. Overall, the adoption of iPads enhanced the students’ educational experience.
Are the simplest phones the smartest? While the rest of the world is updating statuses and playing games on smartphones, Africa is developing useful SMS-based solutions to everyday needs, says journalist Toby Shapshak. In this eye-opening talk, Shapshak explores the frontiers of mobile invention in Africa as he asks us to reconsider our preconceived notions of innovation.
The handheld tablet and computer-based curriculum application modules called “Exploring Physics” were developed through this grant and have just become available for instructors and students.
“Knowledge of science has changed dramatically in the past hundred years,” Chandrasekhar said. “Even the order in which classes are presented to students has been studied and evaluated. Biology has morphed into a technical, molecular study that combines elements of both chemistry and physics, so it’s logical that teaching physics first may have more of an impact. Through this grant, we were able to analyze and develop the practical tools science teachers can use in the classroom to help inspire students to higher accomplishments in STEM courses.”
The “A TIME for Physics First” Program is a collaboration among the University of Missouri and 37 school districts in Missouri, and other local colleges and organizations. The NSF Math-Science Partnership Institutes grant funded a teacher development program for 80 ninth-grade science teachers and provided summer academies and year-round support to enhance their physics knowledge and teaching methods.
Development of an inquiry- and modeling based experiential physics curriculum that could be used in the classroom, and the transformation of the paper-and-pencil curriculum to digital format, spearheaded by Chandrasekhar and Dorina Kosztin, teaching professor and associate chair of the Department of Physics and Astronomy in the College of Arts and Science at MU, were an integral part of the grant.
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