This literature review examines research on the use of mobile devices in education. Studies show that mobile devices allow learning anywhere and anytime, and help English language learners, special needs students, and support curriculum learning. Schools are using mobile devices for note-taking, problem-solving simulations, and content sharing. Students are more motivated to use devices they are already familiar with. However, effective implementation requires teacher training, acceptable use policies, and addressing issues like cost and small screens. Overall, research indicates mobile devices can enhance learning when used appropriately.
Teaching in the digital age has a range of challenges. This presentation is a summary of my teaching idea that incorporates design aspects into teaching with technology
Internet of Things means every household or handy device which is used to make our world easy and better and connected with IP which transmit some data.
This slide covers IOT description, OWASP Top 10 2014 & its recommendations.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
Teaching in the digital age has a range of challenges. This presentation is a summary of my teaching idea that incorporates design aspects into teaching with technology
Internet of Things means every household or handy device which is used to make our world easy and better and connected with IP which transmit some data.
This slide covers IOT description, OWASP Top 10 2014 & its recommendations.
The presentation give some ideas of Web 2.0, Difference between Web 1.0,2.0,3.0 and basics of some Web 2.0 Tools that can be used in educational purposes like Hotpotatoes, Edmodo, PTable, TeacherTube etc. and is prepared in accordance with the Techno Pedagogic Syllabus for B.Ed. Physical of university of Kerala
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
Fog computing, also known as fogging/edge computing, it is a model in which data, processing and applications are concentrated in devices at the network edge rather than existing almost entirely in the cloud.
The term "Fog Computing" was introduced by the Cisco Systems .
Its extended from cloud
A talk presented at IEEE ComSoc workshop on Evolution of Data-centers in the context of 5G.
Discuss about what is edge computing and management issues in Edge Computing
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
Ubiquitous computing is one of the most prodiously growing topic which will be covering all facets of life.In the course of ordinary activities, someone "using" ubiquitous computing engages many computational devices and systems simultaneously, and may not necessarily even be aware that they are doing so. This model is considered an advancement from the older desktop paradigm. More formally, ubiquitous computing is defined as "machines that fit the human environment instead of forcing humans to enter theirs".
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We use data analysis and visualization capabilities of ThingSpeak, our favorite Internet of Things platform to capture and analyze performance data, to help with performance monitoring and to generate alerts
Fog computing, also known as fogging/edge computing, it is a model in which data, processing and applications are concentrated in devices at the network edge rather than existing almost entirely in the cloud.
The term "Fog Computing" was introduced by the Cisco Systems .
Its extended from cloud
A talk presented at IEEE ComSoc workshop on Evolution of Data-centers in the context of 5G.
Discuss about what is edge computing and management issues in Edge Computing
Computer Science is an interesting subject which helps students to develop their problem solving and computational thinking skills. The problem solving and algorithmic nature of computer science also promotes students’ creativity and innovation. However, teaching of computer science is different from other science subjects and requires special pedagogical skills. This presentation covers these aspects.
Ubiquitous computing is one of the most prodiously growing topic which will be covering all facets of life.In the course of ordinary activities, someone "using" ubiquitous computing engages many computational devices and systems simultaneously, and may not necessarily even be aware that they are doing so. This model is considered an advancement from the older desktop paradigm. More formally, ubiquitous computing is defined as "machines that fit the human environment instead of forcing humans to enter theirs".
Performance trends and alerts with ThingSpeak IoTAnoush Najarian
We use data analysis and visualization capabilities of ThingSpeak, our favorite Internet of Things platform to capture and analyze performance data, to help with performance monitoring and to generate alerts
These are the slides to my keynote on "Mobile Learning - Done Right", delivered at the Exec I/O Mobile event of the European Pirate Summit in Cologne on 5 September 2014.
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Aspects of Mobile devices, especially smart Mobile Devices ... its hardware, software, built, etc. has been discussed. Positive as well as negative impacts and features to expect in the future is also discussed.
Using mobile learning as an effective onboarding toolJon Brasted
I delivered a presentation with my colleague Mahdi Barakat at mLearnCon 2014 titled, 'Using mobile learning as an effective onboarding tool', detailing how Qualcomm uses mobile learning in its onboarding strategy.
Holiday Season 2011 will soon be upon us. Take a peek at some of the latest, hottest merchandise available. Call me help you to make your gift giving fast, easy and memorable!
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Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
Presentation shared by author at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
Leveraging the Potential of Mobile LearningDanni M
Keynote Presentation for Faculty Development Day at PCCC given on May 15, 2014. Discusses the potential of mobile learning in the context of higher education. Links to resources are provided.
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1. Mobile Devices in Education:
A Literature Review
Charlotte King
ITEC 8133
Fall 2012
2. Introduction
Mobile devices are ever-present in today’s society
and schools are joining the trend. Devices such
as iPods, iPads, MP3 players, mobile phones,
and e-readers are being used across the world
for educational purposes. The literature and
research, while forthcoming as this is a fairly
new topic, offers a variety of studies as well as
recommendations for implementing mobile
devices into the classroom. The literature
reviewed will provide awareness into how and
why mobile devices are being used in education
and how they are enhancing learning.
3. Mobile Devices: Introduction
M-learning is the delivery of learning through mobile devices (Peters, 2007)
– Also includes e-learning
Mobile devices allow learners to learn any time, anywhere (Caudill, 2007)
Learners can easily carry and access reference tools in the real world with
mobile devices (Koole, McQuilkin & Ally, 2010 )
Students are already using these devices in their daily lives; applying them
in the classroom can make learning more motivating
– Students in Hooft, Kratcoski, Swan, and Unger’s (2005) study reported enjoying
using the devices for educational purposes, especially because they could take
the devices with them and access the information anywhere
“Digital Natives”
– Students presently in school
– Have grown up in a world of technology
– Are accustomed to communicating with others at any time
and any place
– Learners who, when faced with a question or obstacle in their everyday lives, find
the answer immediately (through mobile technology); educators must utilize
technology to apply this “demand to know” characteristic of digital natives in the
classroom (McCaffrey, 2011)
Mobile devices are allowing and encouraging students to learn outside the
classroom setting
– “Ubiquitous computing”: mobile devices being used all the time and on a regular
basis (Purcell, 2005)
The use of these mobile devices begins with the teachers
4. Mobile Devices:
How are schools using them?
English Language Learners (ELL)
– Language acquisition
– Listen to podcasts, lessons, etc. with limitless replay; learn new
vocabulary through listening, reading, and viewing pictures (Lacina,
2008)
– Translation and dictionary applications; self-recorded reading for
teacher feedback and self-monitoring (Demski, 2011)
– Students receive text messages on mobile phones with English learning
materials for use outside the classroom (Thornton & Houser, 2005)
Special Needs Students
– AT (Assistive Technology)
Special needs students are more willing to use AT in the classroom because
mobile devices are commonplace, for all students, not just those with special
needs
– Alleviate distractions by being able to hold the device and use
headphones to block out environmental noise (Blaisdell, 2006)
– Writing tools: easier for students to type than write if they have motor
skill issues; students are also more willing to do the writing because it is
physically easier (Vahey & Crawford, 2002)
5. Mobile Devices:
How are schools using them?
Curriculum Learning and Cognition
– Dialoguing with teachers and peers, monitoring comprehension, self-assessing,
and accessing information all the time, including outside the classroom and
applying this knowledge in their everyday lives (Koole, et al., 2010)
– Note-taking, test review, calculations—all which assist with organization skills
(Hooft, et al., 2005)
– Apply up-to-date information from numerous sources to learning and share that
information in a variety of formats (McCaffrey, 2011)
– Problem-based learning
Playing simulation games with real-life scenarios in which students are required to
conduct outside research to solve problems (Peters, 2007).
– Staff utilization with iPads and iPods: monitor and assess students without direct
observation (Koole, et al., 2010) and stay organized (Purcell, 2005)
– Content sharing with iPads and iPods: students are able to use podcasts and
other methods to share their knowledge and information with the entire world
(Caudill, 2007; Lacina, 2008; Saine, 2012)
– E-readers supply level-appropriate texts for students and include additional
features such as dictionary, highlighting, and note-taking abilities
– Mobile phones used for messaging (Rekkedal & Dye, 2007; Jones, Edwards, &
Reid, 2009)
Faster than e-mail—students were more apt to use messaging because of the fast
response time
– Mobile phones are used for online discussions, chatting, file transfer, and library
access and usage (Kadirire, 2007; Rekkedal & Dye, 2007; Caudill, 2007)
6. Mobile Devices:
How are schools using them?
Motivation
– Students are more motivated because they feel using
the mobile devices (as opposed to pen and paper
writing assignments) is “easier and more fun” (Hooft,
et al., 2005)
– Used as a reward (Price, 2011)
– Students already know
how to use the mobile
phones; using them for
educational purposes
allows them to use the
device in a new way
(Vahey & Crawford, 2002)
7. Mobile Devices: Benefits
Instructional
– Students
Organized; willing to collaborate and self-assess; more writing; engaged (Hooft, et al.,
2005)
Feel more connected to the course, classmates, and instructors (Kadirire, 2007; Jones
et al., 2009; Vahey, Crawford, 2002)
Motivated to use them, even after encountering problems (Couse & Chen, 2010
– Teachers
Differentiate instruction (Crichton, Pegler, & White, 2012)
– Able to send different text messages on mobile phones to different students based on ability
level (Lim & Wang, 2005)
– Easy navigation for people of all ages, including young children (Geist, 2011)
– E-books cost less than traditional texts (Shurtz & Isenburg, 2011)
Technological
– Portability; social interactivity; connection to other technologies and networks;
multiple inputs (keyboarding, drawing) (Hooft et al., 2005; Peters, 2007; Purcell,
2005)
– Cost compared to computers; ease of carrying and accessing information
(Crichton et al., 2012; Geist, 2011)
– Anytime access
Students reported language progress partially due to accessibility of information during
everyday life (Cavus & Ibriham, 2009)
8. Mobile Devices: Drawbacks/Issues
Instructional
– Cost; ubiquity (in remote areas) (Koole, et al., 2010; Purcell, 2005)
Technological
– Small screen size
– Difficulty for input/output of text
– Technology is ever-changing: the devices of today could be replaced
tomorrow
– When using multiple devices, syncing them together can be difficult
(Crichton et al., 2012)
– Internet connections are unavailable without Wi-Fi (Rekkedel & Dye,
2007)
– Mobile phones: battery life and small screens and buttons (Milrad &
Spikol, 2007; Rekkedal & Dye, 2007; Vahey, Crawford, 2002)
9. Recommendations for Implementing
Mobile Devices into the Classroom
Teacher Training
– Need several course and numerous hours of training to use devices successfully (Blaisdell,
2006; Crichton, Pegler, & White, 2012; Demski, 2011; Geist, 2011; Koole, McQuilkin & Ally,
2010; Lacina, 2008; Purcell, 2005)
– Need time after training to further familiarize themselves and plan for specific instruction
(Lacina, 2008; Purcell, 2005)
– Allow teachers to use the mobile devices outside the classroom, motivating them to find new
ways to utilize them (Newton & Dell, 2011)
Acceptable Use
– Policies need to be established and maintained (Blaisdell, 2006)
– Administrators and instructors need to explain digital citizenship, how to use the devices
properly, and blocking necessary items from students (Crichton, Pegler, & White, 2012)
Instruction
– Use mobile technology as often as possible (Briggs, 2012)
– Use in meaningful and justifiable ways, not just to “use” the technology (Crichton et al.,
2012)
– Encourage students to be creative and take ownership of learning and outcomes (Lacina,
2008)
– Provide explicit instructions and modeling when appropriate (Lacina, 2008)
– Observe other teachers utilizing the technology; integrate the use of technology when
applicable to the instruction and when the instructor feels comfortable using the technology
(Lacina, 2008)
Other
– Access to high bandwidth networks for unlimited, constant internet access for all users
(Rekkedal & Dye, 2007)
10. Conclusion
Overall, the research shows that using mobile devices in
the classroom is beneficial. Conversely, there is not
much research out there on this topic; most of the
research that is available is qualitative in nature.
More research needs to be completed in order for further
conclusions to be made. This can only happen if
teachers are motivated to use mobile technologies and
researchers are willing to conduct studies.
Mobile devices in education is a phenomenon that will
continue to grow as the digital natives do; teachers must
strive to meet the expectations and challenges of
working with mobile technology in the classroom and
fostering lifelong, meaningful learning in their students.
11. References
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