with mobile devices
Introduction to Research
How might an instructional designer bridge the
gap that exists between the digital world and
the hardback, textbook traditions with mobile
Table of Contents
Vision and Vices
Aiming at a moving target
Time Will Tell
Educating the Mobile Generations
the individual, educators, and educational
institutions are faced with choices to make for
the 21st century learner. Those choices are
also expectations of interest groups, national,
state and local decision makers, while a
decision on what to use in classrooms has
gone beyond the planning and purchasing of
Visions and Vices
This is supported by an introduction from
the article “Integrating the iPod Touch in K-12
Education: Visions and Vices” in which Savilla
Banister notes “Various interest groups,
including state and national accreditation
bodies, continue to expect that student (K-16)
learn to effectively use computer technologies
(ISTE, 2004; Swain & Pearson, 2002 a,
2002b) (Banister, 2010).
Education is changing so quickly, we as
educators need to keep our eyes on the target
and aim for the most centralized decision on
how we will use technology to challenge the
learner to maximize their opportunities to make
the most of their inner capabilities.
Aiming at a Moving Target
A comparison is made in the article
“Aiming at a Moving Target” (2010) which calls
attention to investigate the time needed before
investment. In a pilot study of urban New
York, the University of New York used pilot
testing for prospective student taking summer
class at John Jay College. New E-readers
where changing quickly and too fast to make a
decision for the future. The educators felt like
they were “aiming at a moving target”.
With time e-books and e-readers will evolve
with greater possibilities. “Though there is no
doubt that eBooks will be an expanding part of
information delivery in libraries, the dedicated
e-reader has not yet reached a point where the
technology is worth investing in, particularly in
these tough economic times.” (Kiriakova,
Okamoto, Zubarev, & Gross, March, 1010).
“ In digital technology education, this can only be
achieved if more emphasis and resources are
devoted by institutions to developing the multi-
media literacy of academics and developing
sustainable work practices which benefit both
teacher and student alike” (Kiarakova, 2010)
Statistics-Mobile (Cox, 2010)
Very Dissatisfied, Dissatisfied, Neutral, Satisfactory, Very Satisfied, Don’t Know
VDS D N S VS DK
VDS D N S VS DK
Subject coverage 1.1% 11.9% 16.8% 47% 22.2% 1.1%
Searching 0.5% 3.2% 20.5% 45.4% 28.1% 2.2%
On-screen presentation 1.1% 8.2% 15.8% 41.8% 36.2% 0.5%
Printing 1.6% 9.7% 20% 30.3% 17.8% 20.5%
Saving to disk 2.2% 10.9% 24.6% 25.1% 10.9% 26.2%
E-mailing 2.2% 3.8% 30.2% 22.5% 11% 30.2%
Bookmarking 2.2% 3.8% 23.9% 31.5% 16.3% 22.3%
General ease of use 1.1% 3.8% 6.5% 49.5% 38.7% 0.5%
Quality of on-screen 1.1% 5.4% 24.3% 34.1% 12.4% 22.7%
Educating the Mobile Generations
Today I propose that an investment in
training start with the educators and the
possibilities of the eBook and eBook readers.
From there, qualified pilot studies research this
technology within the educational community
over a sustained amount of time with
documentation and observation. Even though
there are studies in place, further studies could
substantiate a decision for each individual unit
Changing role of teaching and learning
practices as a result of technology.
Possibilities of using “mobile devices”
needs visionaries to test, purchase,
teach, learn and implement research
studies and then convince
stakeholders of an appropriate plan of
With community and
experience the same
tools that are used in
the business world.
Key Ideas-Technology training for
college students can be used to benefit
K-12 classrooms. Discussion threads
using literature, e-books, Power Points,
chat rooms, discussion formats, and a
combination of technological methods is
a process/project way of stimulating
learning experiences. Teaching reading
with the use of Literature has many
formats to use in combination with
original formats. State and local
agencies are faced with a dilemma that
will be answered with an investment of
time and resources. (Baniste ,2010).
The roles of teaching will
change to accommodate
the needs of the current
collaborative efforts with the
emphasis on project
planning is to take place.
Possibilities of using
“mobile devices” needs
visionaries to test,
purchase, teach, learn and
implement research studies
and then convince
stakeholders of an
appropriate plan of action.
The Multi-Touch screen on iPad is based on
the same revolutionary technology on iPhone.
But the technology has been completely
reengineered for the larger iPad surface,
making it extremely precise and responsive.
So whether you’re zooming in on a map,
flicking through your photos, or deleting an
email, iPad responds with incredible accuracy.
And it does just what you want it to.
What to look for in a mobile device?
iPod and iPad
Apple has special book interaction features with the
Audio and video notes are part of the iPad
Embedded quizzes with scoring applications.
Much lighter in weight in comparison to a textbook.
Textbook companies can incorporate e-books.
Learning with the mobile extends learning to the
real world of applications.
Need for customer oriented licensing.
Temporary extensive staffing, training needed.
Full feature with more interaction for input.
Battles with publishing companies and licensing.
E-books are secondary to esthetic, historic,
nostalgic, sharing potential of books.
More flexible/onscreen delivery needed for e-books
and greater customer satisfaction. (Cox, 2010)
“After all, every electronic medium relies for storage on
plain old magnetism . And magnetism a has a host of
enemies, just like the elastic in old tube socks.”
Computers in the Schools
Publication details, including instructions
for authors and subscription information:
Integrating the iPod Touch in K-12
Education: Visions and Vices
a Bowling Green State University,
Bowling Green, Ohio, USA
Online publication date: 26 May 2010
Observations-(Banister, May, 2004)
education can use
mobile devices for
Specific content area
for elementary and
content has various
More than 60,000 web
applications were in
place at the time of
Time, effort and
vigilance is needed to
implement this 21st
method of learning
Mobile math: math educators and students
engage in mobile learning
Teresa Franklin Æ Li-Wei Peng
Published online: 23 October 2008
Springer Science Business Media, LLC 2008
Mobile devices have
been used for
mathematic classes in
eighth grade class in
Appalachian areas of
Technical support was
needed in addition to
math class preparations.
Students prefer working
one to one or alone
rather than in small
groups with the iPod.
The needs of the project
charging stations, and
trained educators to
assist with integration.
Survey reflected an
overwhelming choice for
the use of iPods or
mobile devices in formal
and informal settings.
Aiming at a Moving Target
“Though there is no doubt that eBooks will be an expanding
part of information delivery in libraries, the dedicated e-reader
han not yet reached a point where the technology is worth
investing in, particularly in these though economic times.”
(Kiniskova, Okamoto, Zubarev, & Gross)
E-readers quickly become outdated.
Issues of circulation in libraries have to be
At the time of the study distributors have not refined
the distribution of the portable reading devices.
Observations-(Kirakova, Okamoto, Zubarev, & Gross 2010)
that all e-readers use
the touch screen
Sony e-reader 700
was given and
shown to additional
Only 4 of the 163
an e-book reader.
Most student were
using the e-reader
for the first time.
Although a graphic
manual was given,
the younger student
preferred to explore .
Journal of University Teaching & Learning
Volume 7, Issue 1 2010 Article 3
Digital Technology Education and its Impact
on Traditional Academic Roles and Practice
Jennifer Sappey Dr Stephen Relfy
Safari users report
easier to locate with
e-books than print
At the time of the
study Amazon had
an inventory of
Students express a
strong need to also
have regular books.
Netlibrary contains at
least 65,000 title
contains at least
Significant grow in
the past few years
indicates a positive
Volume 10 Number 10
Challenges and Opportunities
National University of Ireland, Galway
Safari has proven to
Universities with many
book titles an is very
E-brary and netbook
Managing a library e-
subscriptions can be
E-book can work with
book in combination
and support of books
or work solo with
“synergy “ potential
with e-books and e-
Kindle Studies-A & M University in 2008
Clark, D.T., Goodwin, S.P, Samuelson, T., &
Coker, C. Performance Measurement and
Metrics. A & M. University
Results: indicated e-readers were an added
expense and can’t replace text.
Banister, S., (2010) Integrating the iPod Touch in K-12 Education: Visions and Vices Computers in Schools pp.121-131 Routledge, Taylor and
Francis Group LLC
Cox, J., (2004) E-Books Challenges and Opportunities National University of Ireland, Galway
Ireland D-Lib Magazine, October 2004 Volume 10 Number 10
Franklin, T., Peng, L.W., (2008) Mobile math: math educators and students engage in mobile learning. Springer –Business Media, LLC October,
2008 [retrieved online October, 2010]
Kiriakova,M., Okamoto, K.S., Zubarev, M. & Gross, G. “Aiming at a Moving Target: Pilot Testing Ebook Readers in an Urban Academic Library”
Computers in Libraries Information Today, March, 2010
Larson, L., (2008) Electronic Reading Workshop: Beyond Books with New Literacies and Instructional Technologies. Journal of Adolescent &
Adult Literacy October, 2008 International Reading Association (pp. 121-131)
Sappey J., & Relf, S. (2010) Digital Technology Education and its Impact on Traditional Academic Roles and Practices Journal of University
Teaching & Learning Practices
Soloway, E., & Norris, C., Educating the Mobile Generation Pearsons Foundation, New Learning Institute 2010