Envisioning the Future of Education-Learning While Mobile
By Mark van’t Hooft
Mobile learning has been a part of education for about a decade, and can be described as learning with a mobile device such as a handheld computer or mobile phone. Mobile learning takes into consideration not only the mobility of the technology and the learner, but also the interactions between them and emphasizes learning as a social process.
Two important aspects of learning while mobile are conversation and context. Conversation is not just the exchange of knowledge, but also how learners are networked with peers, teachers, and digital tools in order to access learning. Conversation includes the importance of developing higher-order thinking skills and inquiry-based learning. The context of learning is never static because learners move from one location to another, acquire new knowledge and enter new conversations. Learning while mobile can provide a bridge between schools and society, and between formal and informal learning.
Learning while mobile can bring challenges to both teachers and learners. One challenge described by the author is the Participation Gap. Students may be adept at using digital technologies for entertainment, but the demands placed on them when using the same technologies for learning can be very different. A second challenge is the Transparency Problem. Media can be used in society as aggressive and biased methods of advertising, news coverage and distribution of information which can shape a learner’s perception of the world. A third challenge is in Ethics where there is a breakdown of traditional forms of professional training and socialization to prepare learners for future public roles. A final challenge is the Fear Factor. Parents’ fear of the unknown as related to technology and how children use technology can have negative side effects.
Learning while mobile means that more and different types of learning are happening outside the classroom than in it. Learning is becoming more personal, networked, portable and durable.
QUESTION 1
What is an example of mobile learning as it is used in a classroom?
One example used in the article is Frequency 1550. This project takes learners out of the classroom as they take on the role of pilgrims in medieval Amsterdam in the year 1550. Teams compete to find a special relic using GPS cell phones to download clues and complete location-based media assignments.
QUESTION 2
What are some recommendations for schools using mobile learning technology?
Schools need to spend more time not only teaching students how to become more literate and think critically, but also teach new skills that come with increased collaboration and networking when using mobile tools. Students need to be taught how to interact with technology and navigate information across various media formats.
Sunday, April 20, 2008
Saturday, April 19, 2008
Journal 8
Disabled Bodies, Able Minds:
Giving Voice, Movement, and Independence to the Physically Challenged
By Diane Curtis
This article discusses how assistive technology is changing the way students with disabilities communicate and learn. The author profiles four students with disabilities and the assistive technology they use in school and daily living.
Adrian is an eleven-year-old who cannot walk, speak or use any of his limbs. The only body part Adrian can control and move is his eyebrows. Adrian is taking part in a district program called TACLE (Technology and Augmentative Communication for Learning Enhancement). Adrian wears a headband that can sense the movement of his eyebrows and allows him to communicate using a computer.
Niara is an eight-year-old with cerebral palsy. She also uses a wheelchair and speech-generation technology, but she uses her cheek to activate a computer.
Susanna is a sophomore at the University of Washington. She wants to be a television news anchor. Susanna relies on her computer for all her school work. She depends on her wheelchair and cell phone to manage college life.
Lukas is a high school junior who has limited use of his limbs. Lukas uses a wheelchair and is able to play a euphonium (small horn instrument) in the school band thanks to a custom designed joystick.
All over the country, assistive technology is opening the way for students with disabilities to do what other students have always had the opportunity to do-achieve their potential and be more independent.
QUESTION 1:
Why are schools reluctant to use assistive technology?
The main reason is cost. Often assistive technology must be customized for each individual student. However, the benefits far out weigh the expense. The federal Americans with Disabilities Act and various other laws have created a greater determination among parents and teachers to make sure students with disabilities are included in all school activities.
QUESTION 2:
Besides academic growth, what are other benefits of assistive technology?
Students who use assistive technology have increased self-esteem. They view themselves as more in control of their choices and decisions. Instead of feeling excluded they now have the tools to be an active part of their environment.
Giving Voice, Movement, and Independence to the Physically Challenged
By Diane Curtis
This article discusses how assistive technology is changing the way students with disabilities communicate and learn. The author profiles four students with disabilities and the assistive technology they use in school and daily living.
Adrian is an eleven-year-old who cannot walk, speak or use any of his limbs. The only body part Adrian can control and move is his eyebrows. Adrian is taking part in a district program called TACLE (Technology and Augmentative Communication for Learning Enhancement). Adrian wears a headband that can sense the movement of his eyebrows and allows him to communicate using a computer.
Niara is an eight-year-old with cerebral palsy. She also uses a wheelchair and speech-generation technology, but she uses her cheek to activate a computer.
Susanna is a sophomore at the University of Washington. She wants to be a television news anchor. Susanna relies on her computer for all her school work. She depends on her wheelchair and cell phone to manage college life.
Lukas is a high school junior who has limited use of his limbs. Lukas uses a wheelchair and is able to play a euphonium (small horn instrument) in the school band thanks to a custom designed joystick.
All over the country, assistive technology is opening the way for students with disabilities to do what other students have always had the opportunity to do-achieve their potential and be more independent.
QUESTION 1:
Why are schools reluctant to use assistive technology?
The main reason is cost. Often assistive technology must be customized for each individual student. However, the benefits far out weigh the expense. The federal Americans with Disabilities Act and various other laws have created a greater determination among parents and teachers to make sure students with disabilities are included in all school activities.
QUESTION 2:
Besides academic growth, what are other benefits of assistive technology?
Students who use assistive technology have increased self-esteem. They view themselves as more in control of their choices and decisions. Instead of feeling excluded they now have the tools to be an active part of their environment.
Monday, April 14, 2008
Journal 7
Software Review-Kidspiration
Betsy Sellers
I used Kidspiration to create a family tree for Social Studies that follows my second grade curriculum on ancestors. This program was not as easy as it looked, and I was grateful for the tutorials on Atomic Learning. I referred back to the Atomic Learning videos several times when I couldn’t get the result I wanted. Creating a basic product wasn’t too difficult and I like that the software had a lot of templates already set for students to just fill in information. Curriculum areas included Reading and Writing, Social Studies, Science and Math. There is a wide variety of graphics and symbols available in many topics that are easy to add to a document. Students are able to save incomplete work to finish later. Students are able to choose different letter fonts, sizes and colors, and it is easy to “erase” or edit work by clicking on the eraser in the tool bar. It was time consuming to use the software for the first time, but I can see where students who are able to use Kidspiration regularly would enjoy it and benefit from the variety of creative ways to share information. I especially appreciated that the software “talked” to you and identified each tool as you used it. This is great for auditory learners. This software might be difficult for students who struggle with following steps in sequence as some tasks required several steps in a specific order. However, this program would be easy to adapt to a variety of learner abilities. Students with below grade level abilities would be able to use a template already created, and students above grade level could import their own graphics, record sound and even add web hyperlinks. I think this would be a very beneficial program to use in elementary classrooms (K-5) provided the students have enough time to use it on a regular basis.
Betsy Sellers
I used Kidspiration to create a family tree for Social Studies that follows my second grade curriculum on ancestors. This program was not as easy as it looked, and I was grateful for the tutorials on Atomic Learning. I referred back to the Atomic Learning videos several times when I couldn’t get the result I wanted. Creating a basic product wasn’t too difficult and I like that the software had a lot of templates already set for students to just fill in information. Curriculum areas included Reading and Writing, Social Studies, Science and Math. There is a wide variety of graphics and symbols available in many topics that are easy to add to a document. Students are able to save incomplete work to finish later. Students are able to choose different letter fonts, sizes and colors, and it is easy to “erase” or edit work by clicking on the eraser in the tool bar. It was time consuming to use the software for the first time, but I can see where students who are able to use Kidspiration regularly would enjoy it and benefit from the variety of creative ways to share information. I especially appreciated that the software “talked” to you and identified each tool as you used it. This is great for auditory learners. This software might be difficult for students who struggle with following steps in sequence as some tasks required several steps in a specific order. However, this program would be easy to adapt to a variety of learner abilities. Students with below grade level abilities would be able to use a template already created, and students above grade level could import their own graphics, record sound and even add web hyperlinks. I think this would be a very beneficial program to use in elementary classrooms (K-5) provided the students have enough time to use it on a regular basis.
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