The document discusses the importance of learner-centered education and strategies to enhance student engagement through the use of mobile applications. It highlights the challenges of traditional classroom settings, the benefits of learner-centered approaches, and outlines tips for effectively integrating mobile apps to foster student participation and learning. Additionally, it provides evaluation tools for assessing the effectiveness of apps in promoting engagement and learning outcomes.

1. 
Going beyond the Mobile Mania and into
Mobile Might!
Beth Rajan Sockman Ph.D.
East Stroudsburg University of Pennsylvania
Graduate Coordinator, Instructional Technology
Melissa Whitman M.Ed.
Nazareth Area School District
Technology Specialist & Coach
http://tinyurl.com/engageappsmobilesummit2014

2. Take Aways (Goals)
• Explain learner-centered and learning
centered with value to education
• Describe ways that you can increase
engagement
• Identify evaluation tools for Apps (to
begin to look) for potential engagement &
learning centeredness
• Recognize strategies for engagement
• 4 apps and use in a learner - centered way
• Pinpoint key management tactics for the
mobile devices for those apps or Web 2.0
tools.
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3. 
What is the problem?

4. Most App use (Jahnke & Kumar, 2014)
• Use of traditional classrooms -
didactic-traditional
teaching/instruction (most)

5. Most App use (Jahnke & Kumar, 2014)
• Students get distracted
with other things to do on
devices (even visually
more distractions!)

6. Most App use (Jahnke & Kumar, 2014)
• Challenging for teachers to find the appropriate
app or combination of apps

7.  What is learner centered?
Why is it valuable?

8. Learner-Centered
Evolved from Psychological principles
• “teacher empathy (understanding), unconditional positive
regard (warmth), genuineness (self-awareness), non-directivity
(student-initiated and student-regulated activities)
and the encouragement of critical thinking (as opposed to
traditional memory emphasis)” (Cornelius-White, 2007)
• Learner-centered model refers to a “perspective that couples a
focus on individual learners . . . with a focus on learning”
(McCombs & Whisler, 1997, p. 9 in Cornelius-White, 2007).

9. Difference (ACOT 1995)
Traditional Extended Knowledge
Construction
Activity Teacher centered and
didactic
Learner centered-Interactive
Teacher Role Fact teller and expert Collaborator and sometimes
learner
Student role Listener learner Collaborator and sometimes
expert
Learning emphasis Facts and replication Relationships and Inquiry
Concept Knowledge Accumulation Transformation
Demonstration of Success Quantity Quality
Assessment Norm-referenced and
multiple choice
Criteria-referenced and
performance portfolios.
Technology Use Seat work Communication,
collaboration, information
access and expression

10. 
Value
Learner Centered = + correlated to behavior + cognitive outcomes =
increased student participation
> drop-out rates > resistant behavior
Meta–analysis
of Learner-
Centered
Instruction
examined 119
studies -
355,325
students
(Cornelius-
White, 2007)

11. 
What is Engagement?

12. Engagement?
The Engaged Classroom -
http://edglossary.org/student-engagement/
• “In education, student engagement refers to the degree of
attention, curiosity, interest, optimism, and passion that students
show when they are learning or being taught, which extends to the
level of motivation they have to learn and progress in their
education. Generally speaking, the concept of “student
engagement” is predicated on the belief that learning improves
when students are inquisitive, interested, or inspired,

13. Engagement?
• …..and that learning tends to suffer when students are
bored, dispassionate, disaffected, or otherwise
“disengaged.” Stronger student engagement or improved
student engagement are common instructional objectives
expressed by educators.”
The Engaged Classroom -
http://edglossary.org/student-engagement/

14. 
Recognizing Engagement…

15. How can you recognize
engagement?
• In the engaged classroom you will observe that all students are
authentically engaged at least some of the time or that most
students are authentically engaged most of the time. Passive
compliance and retreatism is rarely observed and rebellion is non-existent.
- from http://www.readinghorizons.com/blog/seven-ways-to-
increase-student-engagement-in-the-classroom

16. 5 Levels of Engagement
Rebellion
Retreatism
Passive
Compliance
Ritual
Compliance
Authentic
Engagement
5 Levels of students engagement - based on Schlechty (2002) - from
http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-
in-the-classroom

18. 
Ways that you can increase
engagement …

19. Increase Engagement!
• Academic
Intellectual
• SOCIAL
(ASCD - http://www.ascd.org/publications/educational-leadership/
sept95/vol53/num01/Strengthening-Student-Engagement@-
What-Do-Students-Want.aspx)

20. Increase Engagement - Academic
• SKILLS: Just in time learning -
to the individual differentiate
& customization
• AUTHENTIC- Real world
tasks- engaging tasks - creativity -
individual Expression & individual
Design
(ASCD - http://www.ascd.org/publications/educational-leadership/
sept95/vol53/num01/Strengthening-Student-Engagement@-
What-Do-Students-Want.aspx)

22. Increase Engagement – Social
• SOCIAL aspects
• Personal attention from the
teacher
• Attention from other students
(ASCD - http://www.ascd.org/publications/educational-leadership/
sept95/vol53/num01/Strengthening-Student-Engagement@-
What-Do-Students-Want.aspx)

23.  How do you purposefully use apps
for engagement?

24. Why Mobile? Not this….

25. Tools for App evaluation for learner
centeredness - SCALE
Academic - Intellectual : Authentic -
engaging tasks
• Skills Applications - Content Driven
• Remembering, understanding, applying, analyzing, evaluating : Just in time
learning - to the individual (skills), just in time learning, individualization or
customization
• Creation Applications - Used across many content areas. Real world tasks-engaging
tasks - creativity - individual Expression & individual Design
Management - SOCIAL aspects
• Feedback & Assessment
• Personal attention from the teacher
• Attention from other students
• Hardware/Software

26. Rubric to Evaluate Different tools
for App evaluation (BEFORE USE)
• Content Based App’s _ Kathy Shrock
http://www.ipads4teaching.net/uploads/3/9/2/2/392267/evalipad_content.pdf
• Creation Based Apps _ Kathy Shrock-http://
www.ipads4teaching.net/uploads/3/9/2/2/392267/evalipad_creation.pdf
• General App Evaluation Rubrics
SKILL
Creation APPS
• http://static.squarespace.com/static/50eca855e4b0939ae8bb12d9/50ecb58ee4b0b16f176a9e7d/
50ecb593e4b0b16f176aa974/1330908312793/Vincent-App-Rubric.pdf
• http://www.edudemic.com/app-review-rubric/
• http://eskillslearning.net/uploads/Selection%20Rubric_Scoring%20Rubric.pdf
• http://www.ipads4teaching.net/uploads/3/9/2/2/392267/walker_rubric_2012.pdf
• Using Guiding Questions -
https://ipad2educate.wikispaces.com/file/view/iPad%20Evaluation%20Questions.pdf
• Report Card - https://www.appolearning.com/report_card
• Student App review - https://docs.google.com/file/d/0BzJdStH5bG1sdlM3MUdUbVRfcms/edit

27. App for Engagement Assessment
• http://tinyurl.com/engageapps

28. Engagement Checklist - Background

29. Engagement Checklist – Skills App

30. Engagement Checklist – Creation App

31. Engagement Checklist – Social - Feedback

32. Engagement Checklist – Organization

33. 
APPs

34. Manage &
Assess
Socrative let’s a user interact and engage
learners while assessing through short
quizzes, student paced or teacher paced to
evaluate learning!

35. Padlet
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36. Discuss & Engage
Padlet allows a user to post a thought, comment
or more, anonymously or by name to a
discussion question or brainstorming board. It
also allows for media and image posts to really
make responses impactful. It brings the shy
student out of the corner and equal with the rest
of the class.

37. Assistive & Individualized
PaperPort Notes allows immediate notetaking
on PDFs, web images, documents and more
using typing, writing or through voice and
shared back through various media!

38. Create & Evaluate
Educanon takes showing videos in the
classroom to a higher learning level, as you
stop a video, ask a question to assess the
learning and keep going! Interactive Video-unleashed
with evaluative results!

39. Create &
Have Fun Sock puppets lets a
user create a story
with virtual sock
puppets to bring a
story alive.

40. APP review - Go over the following for
each app
• Skills Applications
• Creation Applications
• Academic - Intellectual : Authentic - engaging tasks
• SOCIAL aspects
• Feedback & Assessment
• Personal attention from the teacher
• Attention from other students
• Organization

42. Images – Thank you for the use!
• https://www.flickr.com/photos/mott/3926331434/
• https://www.flickr.com/photos/michaelgallagher/8
589166885/in/photostream/
• http://blog.calicospanish.com/2013/11/05/7-
questions-you-should-be-asking-about-language-speaking-
assessments.html

43. References
• Blackwell, L. B., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an
adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
• Cornelius-White, J. (2007). Learner-centered teacher-centered relationships are effective: A meta-analysis. Review of
Educational Research, 77(1), 113-143.
• Donovan, S. M., & Bransford, J. D. (2005). Chapter 6: The Design of Learning Environments. How Students Learn: History,
Mathematics, Science in the Classroom. Retrieved April 24, 2006, from http://newton.nap.edu/html/howpeople1/ch6.html
• Gardner, H. (1999). Multiple approaches to learning. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new
paradigm of instructional theory (Vol. 2, pp. 69-90). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
• Jahnke, I., & Kumar, S. (2014). Digital Didactical Designs: Teachers’ Integration of iPads for Learning-Centered Processes. Journal
of Digital Learning in Teacher Education, 30(3), 81-88. doi: 10.1080/21532974.2014.891876
• Jonassen. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional theories and models: A
new paradigm of instructional design (Vol. 2, pp. 215-240). Mahwah, NJ: Lawrence Elbalum Associates, Publishers.
• Joyce, H. (2007). The world is getting smarter. Retrieved September 25, 2011, from http://moreintelligentlife.com/story/the-world-
is-getting-smarter
• Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online
courses for a virtual school. Distance Education, 31(1), 55-75. doi: 10.1080/01587911003725022
• Patrick, S., Edwards, D., Watson, J., & Wicks, M. (2012). National Quality Standards: Measuring quality from inputs to Outcomes:
creating student learning performance metrics and quality assurance for online schools. http://www.inacol.org/wp-content/
uploads/2012/11/iNACOL_Quality_Metrics.pdf
• Prensky, M. (2013). Our brains extended. Educational Leadership, 70(6), 22-27.
• Thomas, K., & O'Bannon, B. (2013). Cell phones in the classroom: Preservice teachers' perceptions. Journal of Digital Learning in
Teacher Education, 30(1), 11-20.
• Tomlinson, C. A., & McTighe, J. (2006). What really matters in teaching? Integrating Differentiated Instruction and
Understanding by Design: Connecting Content and Kids. Retrieved April 24, 2006, from
http://www.joinup.org/ascdexpress/sample/teaching.asp?code=X5S071

44. 
May you all stay engaged!
QR code for Backchannel
http://padlet.com/bsockman/
v44v98mxbath