Explaining how factor analysis was used to identify benefits of technology in academic success:A statistical technique used to reduce a large number of attributes into a smaller set of “factors” based on response patterns.A factor consists of a number of attributes that are rated in a similar way.Factor analysis is extremely useful when dealing with a very large number of attributes that would be cumbersome to analyze individually.The names of the factors are subjective and are intended to describe the common theme shared by all of the attributes within that factor.
Continuing with the factor analysis, there are relationships between selected technologies and certain benefits.
Overall, the average student spends at least some time engaging in about 21 different kinds of software applications and activities out of 40 they were asked about. Students use a variety of communication tools, but the most common ones have reached mass adoption.
Smartphones have a variety of academic uses, not just communication. More than one in three students (37%) have used an iPhone or another smartphone in one or more courses or academic activities in the past year. Forty-five percent of smartphone users have used these devices to look up information on the Internet in class.
Transcript of "Using Mobile Devices to Build Community in the Classroom"
Using Mobile Devices to Build Community
Three Parts Importance of Having a Sense of Community at School Mobile Device Use by Today’s Young People Using Mobile Devices for Team Building – Some Activities
Students in schools with a strong sense ofcommunity are more likely to. . .
. . . be academically motivated.Solomon, Battistich, Watson, Schaps, & Lewis, 2000 in Schaps Creating a School Communityhttp://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
. . . develop social and emotional competencies.Solomon, Battistich, Watson, Schaps, & Lewis, 2000 in Snaps Creating a School Communityhttp://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
. . . act ethically and altruisticallySchaps, Battistich, & Solomon, 1997 in Schaps Creating a School Communityhttp://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
Unfortunately . . .Unfortunately, schools with a strong sense of community are fairlyrare. In fact, most schools that survey students perceptions ofcommunity wind up with mediocre mean scores. Of further concernis the fact that low-income students and students of color usuallyreport a lower level of community in school than do affluent or whitestudents. Many schools appear to be ill-equipped to providecommunity for the students who may need it most. Schaps, Battistich, & Solomon, 1997 in Snaps’ Creating a School Community http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Creating-a-School-Community.aspx
commonality is the essence of communityBrown, R. (2001). The Process of Community Building in a Distance Learning Classes
commonality is the essence of communityGetting to “know” each other. Finding out where people lived, whatthey did, their experiences, whether or not they had families and thelike was the “X” factor. Participants generally agreed that this shouldhave been a first step in community-building, but usually it was notpart of the formal coursework. Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
Responsible not only for one’s own learning but for other learners, too.Brown, R. (2001). The Process of Community Building in a Distance Learning Classes
. . .supports student’s development of collaboration skills.Cortez et al., 2009; Sanchez et al., 2009 in Nouri, Cerratto-Pargman, Johan Eliasson, Robert Ramberg, StockholmUniversity, Sweden (2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
. . . increases student motivation and engagement Facer et al., 2004; Schwabe & Göth, 2005in Nouri, Cerratto-Pargman, Eliasson, Ramberg, Stockholm University, Sweden(2011). Exploring the Challenges of Supporting Collaborative Mobile Learning.
Digital Revolution Mobile – 77% of teens Total U.S. population: 315.5 million
Networked creators among internet users 65% are social networking site users 55% share photos 37% contribute rankings and ratings 33% create content tags 30% share personal creations 26% post comments on sites and blogs 15% have personal website 15% are content remixers 14% are bloggers 13% use Twitter 6% location services
Digital devices Younger Older Silent G.I. All Millennial Gen X Boomers Boomers Generatio Generatio adults s (18-34) (35-46) (47-56) (57-65) n (66-74) n (75+) (18+)Cell phone 94% 92% 86% 80% 69% 1% 84%Laptopcomputer 71% 67% 56% 46% 34% 16% 57%Desktopcomputer 52% 64% 62% 55% 49% 33% 55%iPod orMP3 player 69% 57% 36% 24% 10% 5% 44%Gameconsole 63% 63% 38% 19% 8% 3% 42%e-bookreader 12% 14% 14% 12% 6% 5% 12%Tablet, likeiPad 14% 15% 8% 4% 3% 3% 11%
2011 Horizon ReportFor most people in the developed world, a mobile is alwaysclose at hand and available with speedy Internet accesswhenever it is needed. Mobiles are easy to use for webbrowsing; much of the available content seamlessly adjusts foroptimal display on whichever device is used to access it. http://wp.nmc.org/horizon2011/sections/mobiles/
Social networks and social media have become more important in people’s learning strategies Social media aids peer-to-peer learning by doing
Mobile Education Landscape ReportFor the Education sector, mobile connectivity provides anopportunity to offer new ways of teaching and learning thatultimately will improve performance and results whilst at the sametime open up new markets for mobile operators across the world.Mobile will increase access to up-to-date materials, will enablecollaboration and strengthen learner engagement. http://www.ambientinsight.com/News/Ambient-Insight-highlighted-in-GSMA-reports.aspx
Social Collaboration and Mobile LearningSocial collaboration is the key to mobile learning. Sociallearning and collaboration are important to successful learningbecause the interaction engages and motivates learners. http://www.trivantis.com/mlearncon2011-evolution-mobile-learning
http://www.zeemaps.com/287859• Works on Smart Devices• No Log In Required
About Me and You Use a random number picker to select a number from one to 145 - http://andrew.hedges.name/experiments/random/ Answer the question that corresponds with your number on http://www.teampedia.net/wiki/index.php?title=Question_Cup Post your answer and first name to Wifitti
Texting Interviews Randomly pair up. Develop questions that you would ask to help you get to know someone better. Text or email your questions and answers back and forth. Summarize what you found out and post this information (along with a first name) on a Sticky Note Board on Corkboard http://corkboard.me/4zRLXQB4OI
What are your values? Chose your most important 3 values from http://www.stevepavlina.com/articles/list-of-values.htm . Find objects in your environment that symbolize these values. Take pictures of the objects using your mobile devices and emailed the photos directly to a Flickr page set up for this purpose. firstname.lastname@example.org
Values Page on Flickr Site http://www.flickr.com/photos/57763362@N05/
A Texting Communications Exercise http://usergeneratededucation.wordpress.com/2011/11/11/a-texting- communications-exercise/
An Experiential, Mobile Driven Communications Exercisehttp://usergeneratededucation.wordpress.com/2011/11/05/an-experiential-mobile-device-driven-communications-exercise/
I was unaware of how much we use communication. The waywe think about things make all the difference in theworld, reminds me of “The glass is half full or half empty”. Iloved the fact that we spent most of the class time learningabout the others in the class. Learning about others helps uscommunicate better as well as making the class morecomfortable!