1. The document discusses the use of mobile technologies such as smartphones, tablets, and e-readers in classrooms and examines both the potential advantages and disadvantages.
2. Some benefits highlighted include improved collaboration, access to information, and the ability to learn at students' own pace. However, concerns are raised around issues like equitable access, device limitations, and the impact on attention and independent thinking.
3. To determine whether mobile devices are suitable, the document suggests teachers should consider how they fit with pedagogical approaches, their effects on classrooms, and if they benefit student learning. Suggested next steps include researching the topic further and asking questions around advantages, disadvantages, and impacts.
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
Aprender a aprender, crear un ambiente didáctico a través de las TIC. Herramienta imprescindible en las aulas de clase. Dejando atrás las metodologías de repeat after me.
School Cultures: Digital Images and Artifacts from the ClassroomNITLE
Michael Svec, Associate Professor of Education, Furman University
This poster describes the creation of a digital archive for use with in-service teachers as a means to engage them in analysis and reflections centering on the culture of their own classrooms. Through comparisons of their space, and materials with those of other schools in different times and countries, teachers examine their underlying cultural messages and then become more deliberate in the creation of their classroom culture.
Aprender a aprender, crear un ambiente didáctico a través de las TIC. Herramienta imprescindible en las aulas de clase. Dejando atrás las metodologías de repeat after me.
Digital Citizenship, Research, and Infoseeking Fluencyjohnhendron
These slides were used in a professional development session for teachers in July, 2010 in Goochland County, Virginia.
It covers an information seeking and organization model that will help students become better searchers and seekers of content in digital forms.
For a version with notes spiked with humor, visit this PDF version on our website:
http://www.glnd.k12.va.us/podcasts/bits_to_buckets.pdf
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Digital Citizenship, Research, and Infoseeking Fluencyjohnhendron
These slides were used in a professional development session for teachers in July, 2010 in Goochland County, Virginia.
It covers an information seeking and organization model that will help students become better searchers and seekers of content in digital forms.
For a version with notes spiked with humor, visit this PDF version on our website:
http://www.glnd.k12.va.us/podcasts/bits_to_buckets.pdf
This poster was presented by Sheila Webber at the CILASS (Centre for Inquiry Based Learning in the Arts and Social Sciences) summer fair, on 14th June 2010. It presents an intervention using Second Life, the virtual world, in a core module (Information Literacy) in the BSc Information Management, and identifies the modes of IBL used.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Are you a Moodle user? Use this guide to pick the right tool for the job.
•Know which tool you want to use? Follow its row across to see its strengths & weaknesses.
•Know what you want to achieve? Pick a column and follow it to see which tool will help you do it.
Attribution: activitiesJoyce Seitzinger (@catspyjamasnz/ www.cats-pyjamas.net) -May 2010
Moodle Tool Guide for Teachers by @catspyjamasnzJoyce Seitzinger
In May 2010 I set out to create this poster size guide for teachers, allowing them to compare the functionality and pedagogical advantages of some standard Moodle tools, adding a column to indicate how tricky the tool is to set up.
After I posted it on my blog with a Creative Commons license, it spread across the Moodle Community. Many education technologists and organisations have since adapted the guide for their own purpose.
For all of the versions and translations, please refer to my blog page http://www.cats-pyjamas.net/moodletoolguide
I decided to repost it here on Slideshare, to make it more findable.
This presentation raise questions about which ‘new’ literacies are relevant in school to prepare students for reality in information society and how this is combined within the subject and organisation of collaborative learning activities.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Pp assignment 1 etl 523
1. Are mobile technologies safe and educationally sound for
use within our classrooms ?
“ The iOS family pile” by blakespot March 22, 2012, ( CC BY 2.0) http://www.flickr.com/photos/35448539@N00/6860486028
3. “3GS and HTC (mytouch)” By dailylife of mojo “iPad” by Rego February 6, 2010 (CC BY-SA 2.0) “iPod Touch Theme” by Declan TM (CC BY 2.0)
“Amazon Kindle 3 3G by Bert Kaufmann,
December 2, 2009 (CC BY 2.0) http://www.flickr.com/photos/36234195@N04/4334 http://www.flickr.com/photos/36006949@N00/30
November 5, 2010 (CC BY-NC-SA 2.0)
http://www.flickr.com/photos/24652987@N0 862666 30154105
(http://www.flickr.com/photos/8358448
8@N00/5171246269 2/4153529090
Find answers at point of
need Sharing information
Cokk
Collaboration
W h a t ca n t h ey b e u sed for ?
Synchronising Texting questions
documents across and answers
devices Marking
Text book
access
Note taking
Record video or
sound tasks
Peer to peer
sharing Access
learning
objects and
games
Edit and create
documents Access and create
Access and send
primary source
extra readings or
documents
information
4. How are mobile devices being used in other people’s classes?
• Questioning by text messaging at point of need and to avoid ridicule
• Can assist behaviour and concentration
In class • Allows immediate feedback
• Homework completed at a convenient time for student
• Synchronise home PC with documents created at school
• Create a truly global community- access to classmates, teachers and
At home the rest of the world,
• Group work with allocation of roles is possible
• Recording of data in a variety of formats.
• Finding answers to questions which arise at point of need.
In the field • Ability to link tasks to real life situations
5. Advantages for students
Learn at their own speed,
not bound by confines of
the classroom. Take
responsibility for their own
learning and prepare for
their future.
Learning and Have truly differentiated
curriculum: aimed at the
collaboration: students needs and
strengths
Students can-
Shape their own meaning
using technology they
understand and have
available.
“stop following me” by screenpunk August 11, 2009 (CC BY-NC 2.0) http://www.flickr.com/photos/23286095@N05/3814061348
“essential you” by howard hall(CC) BY-NC-SA 2.0) http://www.flickr.com/photos/28167759@N00/4413095364
“New, Improved *Semantic* Web by dullhunk March 12, 2003 (CC BY 2.0)
http://www.flickr.com/photos/14829735@N00/303503677
6. Advantages for teachers
• Network with other teachers both locally and globally
• Model what it means to be part of a team
Professional • Free up teachers time to work at point of need with
smaller groups of students.
• Work from any location with access to students, their
Organisational work and their benchmarks.
• Synchronise documents between locations
• Engage and extend students in a differentiated
Student curriculum
• Prepare students for the working world they will enter
learning • Improve student outcomes
• Improve students enquiry skills
7. Advantages for schools.
Reduce need to
access computer
labs
Ensure that more
Large servers no
often than not the
longer needed
technology works
Ability for teachers
to embed
No cost outlay to technology into
purchase equipment lessons without a
great deal of support
from IT departments
Limited amount of
infrastructure
needed
“Data centre” by pallatron May 10, 2008 (CC BY-NC-SA 2.0)
http://www.flickr.com/photos/52725445@N00/2479541331
8. Disadvantages and barriers to use within our classrooms.
Lack of
education
Device concerning
limitations Organisation appropriate
Feelings of
inadequacy use
Pedagogy
Fear of
losing
control
Fear
Lack of
policy and
procedure Out of date
documents Uncharted scope and
territory sequence
“Laptop Compubody Sock: by Bekathwia April 14, 2008 (CC BY-SA 2.0)
documents
http://www.flickr.com/photos/23243094@N00/2414194397
9. Ethical and equity considerations
Ethical Equity
Decrease students
ability for Not all students own
independent thought mobile devices
Limit higher order
thinking
The one-on-one
model maybe flawed
May increase or
decrease attention to
task
Should parents foot
Little research done the bill?
on long term effects
“Nw Hob” by Vanderlin March 7, 2006 (CC BY-NC-SA 2.0)
http://www.flickr.com/photos/99141439@N00/110113189
10. Support and monitoring of devices?
“ The Sorcerer, 2012: Dawn of a New Age “ by Keoni Cabral May 11, 2011 ( CC BY 2.0 ) http://www.flickr.com/photos/52193570@N04/5712118730
11. Where to from here?
“ Look before you leap “ by ectaticist July 10, 2008 ( CC BY-NC-SA 2.0 ) http://www.flickr.com/photos/ecstaticist/2688582584/
12. What questions we should ask?
A. What are the advantages and disadvantages of using student owned mobile
devices in our classroom?
B. Do they fit our pedagogy for teaching in the Primary Years Program?
C. How would the use of these devices impact on our classrooms and would this
benefit our students?
What Readings we should do?
1. Ash, K. (2010, March 18th). Teachers Testing Mobile Methods. Education Week, 29(26), 26-27. Retrieved
from http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?sid=b106587a-0bbf-4bf1-a398-
9b5553f49959%40sessionmgr115&vid=3&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=e
hh&AN=48817229 This reading looks at the advantages and disadvantages of mobile device use in the
class room and gives practical examples of how they can and are used.
2. McCaffrey, M. (2011, February). Why Mobile is a Must. THE Journal, 38(2), 21-22. Retrieved from
http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/detail?sid=1841e453-ccf5-4474-b40b-
d30aa59622b5%40sessionmgr104&vid=1&hid=112&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=ii
h&AN=58523891 McCaffrey examines how the use of mobile devises in the classroom can impart on
student learning.
3. Morgan, H. (2010). Using handheld wireless technologies in school: advantageous and
disadvantageous? Childhood Education, 87(2), 139-147. Retrieved from
http://go.galegroup.com.ezproxy.csu.edu.au/ps/i.do?id=GALE%7CA245884637&v=2.1&u=csu_au&it=r&
p=EAIM&sw=w This article looks at the pros and cons of presenting learning material for students on
mobile devices.
Editor's Notes
Schools are constantly searching for new ways to engage students in true inquiry which is designed to allow them to develop lifelong learning patterns which will best prepare them for the future. The PYP (Primary Years Program of the International Baccalaureate) educational framework, employed in our school, is built on a constructivist approach where students use prior learning to build new understandings. Sandberg, Maris, & de Gues (2011) suggest that such learning is made possible with the use of mobile technology because inquiry is at the point of need, at the students own ability and in their own time. Yet we ban these powerful devices from our classrooms. We need to look at our policy concerning student owned hand held mobile devices and their possible inclusion in our curriculum.
Edwards-Groves and Langley (2009) discuss a comparative study conducted in NSW which suggests that many students who enter kindergarten are well versed in sending text messages, emailing, uploading digital phones, creating text , using video and voice recording devices. Many mobile devices carried by our students have these functions and more. Students are readily able to not only communicate with others but are also able to create, sort and locate information at the touch of a button. The majority of our students have ready access to mobile devices like cell phones, media players, smart phones, e-readers and other electronic communication devices which allow them to complete these tasks . With the addition of apps specifically designed or utilised to enhance learning, measurement tools, learning games, calculators and polling ability these are very powerful devices indeed. These devices, suggests Morgan (2010,) make it easier for students and teachers to share files, to comment on work and to edit created material because students are not tied to desks, classrooms or timetabled response periods. Why do we ban them?As Sandberg, Maris & de Gues (2011) suggest, mobile devices allow learning to occur anywhere and at any time without restriction. This encourages authentic lifelong learning connected to real life situations, a requirement of a PYP school.
Mader & Smith (2011) recognise many potential uses for mobile devices in the classroom. IPods can be used for recording and sharing oral and video tasks which can then be downloaded by the teacher on a play list to assess at a later date. Cell phones can be utilized for texting information and responding to questions. Educational apps, document creation and retrieval, particularly using One Note and Google Docs, are all useful tools. Quillen (2011) suggests they have the added function of peer to peer content sharing, note taking, collaborative learning, access to information at point of need and when questions arise. Johnson (2010) adds that the ability of devices to access learning games, worksheets, text books, extra readings and a student’s ability to access primary source material all make these tools invaluable.
Mobile devices are being incorporated increasingly into mainstream classrooms. Mader & Smith (2011) discuss a study in which students were encouraged to ask questions relating to subject content via text messaging. Students were less hesitant to ask questions because they did not fear being ridiculed. Students were more inclined to complete homework tasks as they were assessable at a time convenient to them. An interesting study by Gulchak (2008) which was reviewed by Morgan (2010) suggested that mobile devices improved the on-task concentration levels of young boys with emotional and behavioural disorders and could be used effectively with these students. Mader & Smith (2011) record examples of teachers using mobile phones to complete polls, to allow documents to be synchronised between PCs at home and school ,ongoing assessment and feedback being presented immediately and homework updates sent at predetermined times. Students, Johnson (2010) suggests, are being encouraged to participate in a truly global community via blogs with those in other nations. Digital devices are taken on excursions so that students can be taking pictures, videos, recording notes, research questions and access documents rather than just completing paper and pen worksheets.
Students are encouraged to take ownership of their own learning, suggest Mader and Smith (2011) by completing tasks to their own time frame, to search for information to answer questions when the need arises, to problem solve, to collaborate and to create when they wish to. They are no longer bound by classrooms, desks, teacher instruction and direction. Curriculum can be truly differentiated for them. Teachers became learning facilitators and students are encouraged to find their own direction by locating their own answers and indeed their own questions. McCaffrey (2011) explores the ability of modern students to use these mobile technologies to shape their own meaning with an immediacy that has never before been possible. Rogers, Connelly, Hazlewood, & Tedesco (2010) suggest that this is because such devices are light, relatively cheap, easily transported, easy to use and good in varying light settings. They allow for the quick interchange between activities and people.
Teachers are able to use mobile devices for networking via such social networking sites as Twitter and Face Book. Mark books would be at hand all the time, feedback could be sent to students promptly. As educators we need to prepare our students to enter a work force and work that is increasingly governed by changing technologies. They will need to collaborate and work in teams. Larkin (2011) suggests that mobile technology encourages students to develop the skills they need to be team players. We must engage and extend them. As McCaffrey suggests, it is the obligation of all educators to educate students in information retrieval skills which will provide them with the best opportunity to find solutions to real world problems in meaningful ways, to create and be creative. They free up teachers to work with smaller groups because, as Looi, et al., (2009) suggests, mobile technologies provide a variety of points during which a student can enter a lesson providing differentiated education.
Edwards-Groves (2009) discusses limited access to computer labs and technology that does not work as being one of the main frustrations teachers have in embedding technology into lessons. The use of mobile, student owned technology would eradicated this. The use of such devices, McCaffrey (2011) suggests, limits the amount of money and time schools invest in supplying and maintaining technology. Furthermore the data is kept using cloud technology meaning that schools no longer need to maintain larger servers nor train users.
The greatest challenge in using mobile technologies in the classroom is in organisation and pedagogy, explains Ash (2010). Teachers may feel threatened by this, they may fear losing control, suggests Edwards-Groves (2009). Mader & Smith (2011) note that laws, policies and procedures for the use of mobile devices are limited and have not kept up with the change. Australian Independent Schools and NSW Educational Department policy is virtually none existent and so responses are left up to the school and are often knee jerk. For many there is a “leave it at the door” policy. Our scoop and Sequence ICT documents are, by and large, out of date because many schools have no real understanding of students’ skill. Support via in-servicing is limited. Many leading our IT departments are not educators and do not understand the requirements of a classroom.Quillen (2011) states that devices are limited by their screen sizes, battery capacity, speed and the band width size while Johnson (2010) emphasis the ability of such technology to distract students from the learning tasks. Some students, suggests Rogers, Connelly, Hazlewood, & Tedesco (2010) find it difficult to move from one task to the next in a seamless manner which disrupts their learning. Perhaps the greatest concern, as highlighted by Morgan (2010), is that children are bombarded with advertisements and inappropriate material but this could be overcome with education, policy and internet filtering.
Some believe that the use of mobile technologies could increase a child’s reliance on tools. Mader & Smith (2011) suggest that in fact it leads to higher order thinking as students do not dwell on the mechanics of tasks. Not all students within our classrooms have mobile device because of parental fiscal or ethical restraints. A study by Larkin, (2011) suggests that there may be benefit in 1:2 device sharing as it encourages collaboration, sharing, team work and group role development and, as Jeng, Wu, Huang, Tan, & Yang (2010) suggest, this could increase the motivation and efficiency of the learning as the group encourage each other to remain on-task.All pedagogical change needs to be firmly rooted in best practice and student needs. No technology, as Ash (2010) suggests, should be used for its own sake. All changes should add to the learning opportunities of the students within our classrooms. Furthermore, technology is changing so rapidly that tasks should not be related to a specific technology.
Several independent schools are now looking at using mobile devices within the classroom. They supply internet access with or without filtering but do not support the devices nor maintain the devices; these are bought and remain the sole responsibility of the student owners. One large Independent school provides a list of apps to be purchased by the students which support the curriculum. These remain the property of the students. Such schools do not provide data storage facilities for the students.Devices cannot be monitored but students should be educated to use them appropriately. We do not ban students from talking to each other because they may be involved in bullying, we educate them instead. We should do the same for any piece of technology so that cheating in tests, sexting, accessing inappropriate material and distraction is not an issue.
Schools, and ours is no exception, need to investigate the use of student owned mobile technology in our classrooms. As Quillen (2011) and Johnson (2010) suggest, schools and education departments need to develop policies which outline what devices can be used for, how they should be used, why they should be used. Abuse should be defined and education programs to deal with this developed. We need to look at our pedagogy and how technology fits, as suggested by Mader & Smith (2011). It is time to look at what the research is saying, what our students need and how we can best teach for the present and the future.
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