Educational Use of Mobile Technologies: A review of the literature

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    Educational Use of Mobile Technologies: A review of the literature - Presentation Transcript

    1. Dr Ann Ooms Dr Stuart Downward Kingston University, London United Kingdom Educational Use of Mobile Technologies A Review of the Literature
    2. Overview
      • 2001 Cox-Peterson & Melber
      • 2001 Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi
      • 2002 Hersthammer, Fossen, Sautter, Sæther & Johansen
      • 2007 Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann
      • 2007 Fletcher, France, Moore & Robinson
      • 2007 Marskall, Stokes, Truscott, Bridge, Magnier & Calderbank
      • 2008 Lynch, Bednarz, Boxall, Chalmers, France & Kesby
    3. Cox-Peterson & Melber (2001)
      • “ Using Technology to Prepare and Extend Field Trips.” The Clearing House.
      • Location: United States
      • Level: K-12
      • Recommendations – not research based
      • Prepare students prior to field trip
        • On-line resources of museums, zoos, aquariums
        • Decrease novelty effect because students will know what to expect
        • Teachers can find information about location, discounts, opening times, etc.
    4. Cox-Peterson & Melber (2001)
      • Connecting with curriculum
        • Websites: databases, puzzles, additional information to add depth, curricular materials for educators,
      • Sharing field trip memories
        • Use digital (video) camera
        • Students develop a multimedia presentation or narratives
      • Virtual trips
    5. Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)
      • “ Development of eTrip System: Collaborative Learning Platform for a Field Trip.” WebNet 2001: World Conference on the WWW and Internet Proceedings, Orlando, FL.
      • Location: Japan
      • Level: High School
      • Evaluation
      • eTrip System
        • A collaborative learning platform for school education over the internet that supports the learning flow for a field trip: pre-during – post
        • Student-extended database
        • Electronic bulleting board
        • Accessible by students, teachers, experts, parents, other schools
    6. Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)
      • Pre field trip
        • Students search for information in the database
        • Students submit reports to the database
        • Students discuss on electronic bulletin board
      • During field trip
        • Students record the experience (are given: digital camera, GPS, Notepad, Cellular phone)
        • Students submit report to the database via template
        • Students look at other students’ reports
      • Post field trip
        • Students write full report
        • Students present in class
    7. Hesthammer, Fossen, Sautter, Sæther & Johansen (2002)
      • “ The use of information technology to enhance learning in geological field trips.” Journal of Geoscience Education, v. 50, n. 5, November, 2002, p. 528-538.
      • Location: Norway – on a field trip in Utah (geological and geophysical problems relevant for oil and gas exploration)
      • Level: University
      • Experiment: two groups
        • Advanced flight (field) simulator
          • Combines topography with any type of attribute such as geological maps, topographic maps and satellite images – 3D visualization of topography
        • Digital camera and Portable PC – in groups – problem-based learning
    8. Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)
      • “ Providing remote accessible field trips (RAFT): an evaluation study.” Computers in Human Behavior, 23, p. 192-219.
      • Location: United Kingdom
      • Level: 11 to 18 year old students
      • 2 studies: linking field and classroom students
        • Video-interactive trials (students communicate with remote experts at their place of work)
          • 21 students
          • Age: 13-14
    9. Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)
        • Data-transfer and role assignment trials (field and classroom students interact - synchronous)
          • Students in field trips transferring information to students in classroom
          • Students in field tips had specific tasks/roles assigned
          • 60 students
          • Age: 11-18
      • Results
        • Student interest in the topic increased significantly ( p < 0.05)
        • RAFT is a motivating experience for both classroom and field students
        • Equal levels of interest for classroom and field students
        • Field students benefited more than classroom students
        • No gender difference
    10. Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)
      • Results
        • Increased interest in technology for females
        • Overall a positive and engaging experience for students
    11. Fletcher, France, Moore & Robinson (2007)
      • Practitioner Perspective on the use of Technology in Fieldwork Teaching”. Journal of Geography in Higher Education, Vol. 31, No. 2, 319-330.
      • Location: United Kingdom
      • Level: Higher Education
      • Methodology
        • Questionnaire to GEES departments in HE
        • Expert group meeting
    12. Fletcher, France, Moore & Robinson (2007)
      • Results
        • Hardware used:
          • Desktop computers
          • Laptop computers
          • GPS
          • Palmtop/handheld computer
          • Mobile phone
          • Digital camera
        • Software used:
          • Spreadsheets: 50%
          • Presentation applications: 40%
        • Absence of a widespread pedagogic drive for use of technology
    13. Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)
      • E-learning for Geography’s teaching and Learning Spaces. Journal of Geography in Higher Education, Vol. 32, No.1, 135-149
      • Level: higher education
      • Examples of e-learning using a variety of technologies
        • Communities of learners: Blackboard, WebCT
        • Mobile learning: access to resources anytime anywhere
        • Podcasting
        • Distance/blended/flexible learning
    14. Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)
      • Geography’s learning spaces: 3D
        • Face-to-face – blended – online
        • Passive learning – interactive learning
        • Low technology use – high technology use
    15. Conclusion
      • Use of technology to support student learning on fieldtrip is under-researched
      • Several papers provide examples but little supported by research data

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