Dr Ann Ooms Dr Stuart Downward Kingston University, London United Kingdom Educational Use of Mobile Technologies A Review of the Literature

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

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

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.

“ 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.

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

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

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

“ 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

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

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

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

“ 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

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

“ 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

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

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

Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007) Results Increased interest in technology for females Overall a positive and engaging experience for students

Results

Increased interest in technology for females

Overall a positive and engaging experience for students

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

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

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

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

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

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

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

Geography’s learning spaces: 3D

Face-to-face – blended – online

Passive learning – interactive learning

Low technology use – high technology use

Conclusion Use of technology to support student learning on fieldtrip is under-researched Several papers provide examples but little supported by research data

Use of technology to support student learning on fieldtrip is under-researched

Several papers provide examples but little supported by research data