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.
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Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails.
Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. Acknowledging the lessons learnt through past experience, the authors then explore the opportunities that mLearning provides. mLearning challenges and risks are discussed to assist those who are keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls. The paper concludes by sharing a few thoughts on the future of mLearning.
These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change.
By now, educators are familiar with the term mLearning, having experienced its rush in classroom popularity starting as early as 2000. But two researchers say it’s now imperative that educators slough off the myths from the reality to avoid ineffective classroom practice moving forward.
“In recent years, many projects have assisted in the maturation of mLearning and much has already been done to integrate mLearning into mainstream education. However, mLearning is still in its infancy and we are merely seeing the tip of the iceberg,” notes Tom Brown, associate professor of research and development in tech-enhanced learning at the University of South Africa , Pretoria (UNISA), and co-author of the report (title is at the time of this report’s publication. He is currently CEO of a portfolio management company).
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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