20. Knezek en Christensen (2008): ICT
attitudes & competenties
Voogt, J., & Knezek, G. (Eds.) (2008). International handbook of information technology in primary and secondary education. New York: Springer
36. Spaces for supporting your program
• Google collaborate: http://www.google.com/a/help/intl/en/edu/index.html
http://www.google.com/webelements/
• Microsoft: http://workspace.office.live.com/#vvim/Documents
• Moodle: http://www.e-socrates.org/ (> 100 sites in SA) http://www.e-
socrates.org/course/view.php?id=934
• Yahoo e-groups: http://uk.groups.yahoo.com/
• Wordpress. i.e. http://blogs.bcccc.net/
• portal and social collaboration software:
http://www.liferay.com/web/guest/community/home
• Online collaboration (Shared Workspaces, Live Editing, Microblogging, Integrated
Chatting): http://pbworks.com/
37. Real-time conferencing
8 Free Web Conferencing Tools:
http://open-tube.com/7-free-web-
conferencing-tools/
Features
• Conference-Rooms
• Video/Audio
• See Desktop of any participant
• Whiteboard
• Safe/export Drawings from whiteboard
• Document Importing
• Moderating System
38.
39. DEFINITION OF MOBILE LEARNING
Figure 1. Functionality and mobility in a definition of mobile learning
40. Personal computers
Household Internet and computer access 2007 Source: ITU
SA personal computers 8.5 per 100 people
World Bank 2009, Information and Communication for Development p282
SA Internet users 10.75 users per 100 people
: 24.04.2008, Source: ITU World Telecommunication/ICT Indicators Database http://www.itu.int/ITU-D/ict/statistics/at_glance/af_ictindicators_2007.html
42. The digital divide
• On-campus, access is fair and equivalent
• Off-campus access is varied and unequal
43. Phones by country
1.3 billion fixed telephone lines worldwide
19 per 100 inhabitants Manuel 2009
ITU 2007
67% of South Africans own a cell phone (AMPS, 2008)
44. 44
Mobile Internet usage by low income South
African Youth example
• "Assessing Cell Phone Usage in a South African Township
School" (Tino Kreutzer, UCT) looks at the mobile phone
usage patterns of teenagers in Samora Machel, an informal
settlement in Cape Town as opposed to a black township
– 75% of learners had their own phone, 25% shared a phone
– 86% could play games on their phones
– 67% could take photos
– 60% could play/record videos
– 50% could access the internet (with own phone)
– 96% used prepaid
– 80% had used mobile instant messaging
– 97% have used a mobile phone to access the internet
(multiphone usage)
48. New technologies, new pedagogies: Mobile learn
Jan Herrington, Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry (editors), New technologies, new
pedagogies: Mobile learning in higher education, Faculty of Education, University of Wollongong, 2009,
138p. ISBN: 978-1-74128-169-9 (online). http://ro.uow.edu.au/newtech/
Table of Contents
1 - Introduction: Using mobile technologies to develop new ways of teaching and learning3
, Jan Herrington,
Anthony Herrington, Jessica Mantei, Ian Olney and Brian Ferry
2 - Professional development:
Faculty development for new technologies: Putting mobile learning in the hands of the teachers4
, Geraldine
Lefoe, Ian Olney, Rob Wright and Anthony Herrington
3 - Adult education: Using a smartphone to create digital teaching episodes as resources in adult education5
,
Anthony Herrington
4 - Early childhood education: Digital story telling using iPods6
, Ian Olney, Jan Herrington and Irina Verenikina
5 - Environmental education: Using mobile phones to enhance teacher learning in environmental education7
,
Brian Ferry
6 - Information technology education:
Incorporating mobile technologies within constructivist-based curriculum resources8
, Anthony Herrington
7 - Language and literacy education:
Using iPods to capture professional dialogue between early career teachers to enrich reflective practice9
,
Jessica Mantei and Lisa Kervin
8 - Mathematics education:
Role of mobile digital technology in fostering the construction of pedagogical and content knowledge of mathematic
10
, Mohan Chinnappan
9 - Physical education: Using iPods to enhance the teaching of games in physical education11
, Greg Forrest
10 - Reflective practice: Collaborative gathering, evaluating and communicating ‘wisdom’ using iPods12
, Lisa
Kervin and Jessica Mantei
11 - Science education:
Using mobile phone cameras to capture images for slowmations: Student-generated science animations13
,
Garry Hoban
14
49. EXAMPLES OF MOBILE LEARNING IN
THE MAINSTREAM
• South Africa. University of Pretoria: Academic administration
by SMSs. Students in rural Africa receive mobile learning
messages on timetable changes, enrolment deadlines,
assignment results, examination requirements, administrative
changes etc. Academic content SMSs giving summaries,
examination assistance and multiple choice questioning. All
students are studying education courses at the University and
are teachers in rural schools with no computer network for
elearning but all have mobile phones.
• Australia: iPods were used to extend an established learning
community beyond the university setting by creating audio files
of professional dialogue captured during workshops and
uploading them to a repository for teachers to access as
needed.
• Australia: dissemination through podcasts, record and edit an
oral text to share with their student colleagues through their
subject website.
50. what kind would you like,
why? How?
OrganiseCommunicate
Create
Reference
Tools
Fun
Revise
Integration
Calender Timetable
Assignments
Addresses
Lists
To-do
Email
Web
Ideas
Essays
Notes
Lectures
E-books
PDF
Newspapers
Calculators
VLE
Synchronise
51. Design principles for mobile learning
1. Real world relevance: Use mobile learning in authentic contexts
2. Mobile contexts: Use mobile learning in contexts where learnersare
mobile
3. Explore: Provide time for exploration of mobile technologies
4. Blended: Blend mobile and non mobile technologies
5. Whenever: Use mobile learning spontaneously
6. Wherever: Use mobile learning in non traditional learning spaces
7. Whomsoever: Use mobile learning both individually and
collaboratively
8. Affordances: Exploit the affordances of mobile technologies
9. Personalise: Employ the learners’ own mobile devices
10. Mediation: Use mobile learning to mediate knowledge construction.
11. Produse: Use mobile learning to produce and consume knowledge.
Digital inclusion and exclusion: towards elearning for all
Laura Czerniewicz
Centre for Educational Technology
University of Cape Town
3 September 2009
The clearest indication of a connectivity divide in South Africa lies in the
discrepancy between population of a province and number of Internet users.
When proportion of Internet users in a province is compared with proportion of
population who are in that province, it becomes clear that Western Cape is
the best connected of the provinces (bearing in mind the skew towards home
users), with a ratio of twice as many users as its population proportion would
indicate. The only other province with a positive ratio is Gauteng
Goldstuck p119
ITU estimates that the world had 1.3 billion fixed telephone lines – or 19 per 100 inhabitants (Manuel 2009)
Fixed telephone lines per 100 inhabitants
Mobile cellular subscriptions per 100 inhabitants
South Africa
9.6
87.1
United Kingdom
55.4
118.5
United States
53.4
83.5
Source: ITU Annex 4
,
Mobile phone subscribers per 1000 people, from www.sitesatlas.com
South Africa: 966.1 per 1000 people, Rank 42nd out of 222 countries
