Can technology-integrated curriculum lead to student-directed learning?

1. Student-
Directed
Learning

2. What’s the challenge?
 Taking advantage of mobile technology’s
potential presents a challenge to most
teachers whose experience with
interactions, communication, and
learning differs substantially from their
students (Tapscott as cited in Ciampa,
2014).

3. What’s the evidence
 4 case studies using mobile technology
were examined.
O’Sullivan-
Donnell
Ciampa
Hutchings &
Gavins
Kayler & Sullivan

4. What contributed to student-directed
learning?
 Student autonomy (Hutchings & Gavin,
2014; Kayler and Sullivan, 2011).
 Mobile devices provided
anytime/anywhere access and familiar
functionality (O’Sullivan-Donnell, 2013;
Ciampa, 2014).

5. What were students able to
do with mobile devices?
 Used for 21st century skills like critically
evaluating sources, developing projects,
collaborating and communicating with
others, and presenting information
(O’Sullivan-Donnell, 2013).
 Used for recreational, social, and
academic purposes, both formally and
informally (Ciampa, 2014).

6. What happened to the
teacher’s role?
 Radically changed how teachers
interact with students (Hutchings & Gavin,
2014).
 Students became the teacher while
teachers became the student (Ciampa,
2014).

7. Conclusion
 In each case, the integration of the
mobile devices into the curriculum
allowed the learning to become more
student-centered.

8. References
 Ciampa, K. (2014). Learning in a mobile age: an
investigation of student motivation. Journal of computer
assisted lLearning, 30(1), 82-96. doi:10.1111/jcal.12036
 Hutchings, M., Quinney, A., & Galvin, K. (2014).
Negotiating the triple helix: harnessing technology for
transformation. Proceedings Of The International
Conference On E-Learning, 76-85.
 Kayler, M., & Sullivan, L. (2011). Integrating learner-centered
theory and technology to create an
engaging pedagogy for K-12 students and teachers.
Journal Of Technology Integration In The Classroom,
3(1), 99-103.
 O'Sullivan-Donnell, B. (2013). Students' personal mobile
devices in the classroom: a case study of a BYOT district.
(Education Doctoral Dissertation). Retrieved from
Northeastern University Libraries IRis. (number 131).

9. O’Sullivan-Donnell (2013)
 Studied 12 students, 4 teachers, and 1
administrator
 Grades 6-12
 Employed a Bring Your Own Technology
(BYOT) policy

10. Ciampa (2014)
 Studied the students and teacher
 6th grade classroom
 Had access to 10 tablets at the teacher’s
discretion.

11. Hutchings & Gavins (2014)
 Studied undergraduate 300 students
 One goal of the student module was to
increase technology-enabled learning.

12. Kayler & Sullivan
 Studied teachers in a Master’s program
 Observed how teachers interacted with
learner-centered theory:
 to facilitate their own learning as graduate
students .
 as theory into practice with students in their
classrooms.