The document discusses considerations for integrating mobile devices in education. It provides an overview of various mobile devices that could be used such as e-readers, iPads, and iPods. Challenges of using these technologies include the need for training educators, developing content for mobile devices, and technologies changing rapidly. Studies show students prefer using mobile devices for informal learning but more guidance is needed for curricula integration. Overall mobile devices show potential but require investment in research and teacher training to realize educational benefits.

1. INTEGRATION OF
MOBILE DEVICES
Technology Considerations
with mobile devices

2. Introduction to Research
How might an instructional designer bridge the
gap that exists between the digital world and
the hardback, textbook traditions with mobile
technology?
Maureen Gorman

3. Table of Contents
 Introduction
 Vision and Vices
 Abstract
 Aiming at a moving target
 Time Will Tell
 Time Factor
 Technology Emphasis
 Statistics
 Educating the Mobile Generations
 Conclusion
 Key Ideas
 Vision
 E-readers
 iPad
 Literature Reviews/Observations
 References

4. Introduction
With technology:
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
textbooks.

5. 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).

6. Abstract
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.

7. 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”.

8. Time Will Tell

9. Time Factor
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).

10. Technology Emphasis
“ 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)

11. Statistics

12. 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%

13. Educating the Mobile Generations
http://newlearninginstitute.org/21stcenturye
ducation/21st-century-learning/educating-
the-mobile-generation.html

14. Conclusion
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
of learning.

15. Key Ideas
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
action.
With community and
financial support
classrooms can
experience the same
tools that are used in
the business world.

16. Key Ideas
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).

17. Vision
The roles of teaching will
change to accommodate
the needs of the current
generation. More
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.

19. E-Readers
E-Readers E-Reader
Applications
Ipad iPod
Kindle DX iPod touch
Nook iPhone
Sony-600 laptop
Kindle 3 notebooks
Alex ereader BeeBook
Neo
Astec Pro EE-PC
COOL-ER
Kobo

20. Product Comparison
http://ebook-reader-review.toptenreviews.com/
Kindle 3 Kindle DX Be-Book Neo Nook Alex eReader
6” Screen
600x800R
8.7 ounce
9.7 Screen
600x800 R
18.9
6”screen
600x800
10.5
6,0 & 3.5
600x800
12.1
6 Screen
600x800
11
4GB
WiFi
4GB
WiFi
512 MB
WiFi
2GB
WiFi
256 MB
WiFi
Sony Reader
Touch Edition
PRS-600
Pandigital
Novel
Kobo e-Reader COOL-er Aztak 5”
EZ-Reader
Pocket Pro
7”screen
600x800
10.1 ounces
6”screen
600x800
16 ounces
6”screen
600x800
8 ounces
5”screen
600x800
6.3 ounces
5”screen
600x800
6 ounces

21. iPad

22. iPad
 Multi-Touch
 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.

23. What to look for in a mobile device?
Design
Content
Connectivity
Battery Life
Features
Library Connection
Available E-books
Price

24. Pro’s www.slj.com/tech
iPod and iPad
Apple has special book interaction features with the
iPad books.
Audio and video notes are part of the iPad
applications.
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.

25. Con’s
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)
http://www.edutopia.org/electronic-readers-versus-
classroom-texts
“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.”
(Edward, 2010)

26. Literature Reviews
Computers in the Schools
Publication details, including instructions
for authors and subscription information:
http://www.informaworld.com/smpp/title~c
ontent=t792303982
Integrating the iPod Touch in K-12
Education: Visions and Vices
Savilla Banistera
a Bowling Green State University,
Bowling Green, Ohio, USA
Online publication date: 26 May 2010

27. Observations-(Banister, May, 2004)
Early childhood
education can use
mobile devices for
learning.
Specific content area
for elementary and
upper elementary
content has various
applications.
More than 60,000 web
applications were in
place at the time of
the study.
Challenges for
teachers include
tracking, charging
devices.
Time, effort and
vigilance is needed to
implement this 21st
method of learning
and teaching

28. Literature Review
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

29. Observations-(Franklin, Peng2008)
Mobile devices have
been used for
mathematic classes in
eighth grade class in
Appalachian areas of
Ohio.
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
included numerous
electrical outlets,
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.

30. 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)

31. Library Issues
E-readers quickly become outdated.
Issues of circulation in libraries have to be
considered.
At the time of the study distributors have not refined
the distribution of the portable reading devices.
Copyright/Content Acquisition/Physical
Management/Cataloging

32. Observations-(Kirakova, Okamoto, Zubarev, & Gross 2010)
Students assumed
that all e-readers use
the touch screen
method.
Sony e-reader 700
was given and
shown to additional
features.
Only 4 of the 163
participants owned
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 .

33. Literature Review
Journal of University Teaching & Learning
Practice
Volume 7, Issue 1 2010 Article 3
Digital Technology Education and its Impact
on Traditional Academic Roles and Practice
Jennifer Sappey Dr Stephen Relfy

34. Observations-(Cox, 2010)
Safari users report
information was
easier to locate with
e-books than print
books.
At the time of the
study Amazon had
an inventory of
120,000 e-books.
Students express a
strong need to also
have regular books.
Netlibrary contains at
least 65,000 title
while e-brary
contains at least
25,000 titles.
Significant grow in
the past few years
indicates a positive
choice for
technology

35. Literature Review
D-Lib Magazine
October 2004
Volume 10 Number 10
ISSN 1082-9873
E-Books
Challenges and Opportunities
John Cox
Deputy Librarian
National University of Ireland, Galway
Galway, Ireland
<john.cox@nuigalway.ie>

36. Observations-(Cox, 2004)
Safari has proven to
provide Irish
Universities with many
book titles an is very
popular .
E-brary and netbook
has grown
tremendously.
Managing a library e-
subscriptions can be
challenging.
E-book can work with
book in combination
and support of books
or work solo with
benefits.
Excitement and
“synergy “ potential
with e-books and e-
readers

37. Linked Studies
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.

38. References
References
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
http://newlearninginstitute.org/21stcenturyeducation/21st-century-learning/educating-the-mobile-generation.html
http://office.microsoft.com/en-us/images/