Mobile Learning In The Classroom

ICTs play a vital role in the 21st Century classroom and amongst these, the use of and access to mobile learning technologies is important as it ‘offers new opportunities for learning that extend within and beyond the traditional teacher-led classroom’ (Nicolas Balacheff, 2009). I think this is the greatest benefit of mobile learning as these devices are able to relocate education out into the open world and in doing so can influence the way we converse and interact in our daily lives. These technologies often include the popular brand of Apple products such as iPhones, iPads and iPods which have become ‘an icon of popular culture’ because the many functions they are capable of has allowed ‘their coolness’ to be ‘socially acceptable amongst today’s youth’ (Dale, 2009). 

This is why I believe students will rapidly take to using these technologies in education, as they are engaging, interactive and something students will most likely be familiar with and can relate to. In my view this is because it involves the students’ own interests and enables them to take control of their learning which enhances their preferred learning styles in a less confronting way. This makes the overall experience enjoyable for both teacher and student. In this way it can lead to ‘motivation, development of self esteem, through a deeper learning experience and helps the student to be more responsive, independent and self controlled’ (Dale, 2009). Therefore mobile learning can be an individual and more ‘personalized learning’ (Mohamed, 2009) experience, which I think is needed in any interactive classroom. 

(Kirk, 2012) Accessed From: http://forumblog.org/2012/09/mobile-learning-the-future-of-education-and-youth-employment/ 

The article Technology-Enhanced Learning focuses to a great extent on the way that ‘conversation and context are essential constructs for understanding how mobile learning can be integrated with conventional education’ (Balacheff, 2009) and I share this belief as both aspects, in my opinion, work hand in hand and are what makes mobile learning so effective in the classroom. Mohamed believes ‘mobile technology allows anyone to access information and learning materials from anywhere and at anytime’ (Mohamed, 2009). I think this is useful in that it allows flexible learning in the way students and teachers can converse outside traditional school hours as well as outside the traditional classroom, which is where the element of context ties in. 

It seems Dale supports this idea in saying mobile technology ‘enables the separation of the tutor and student from the traditional place of learning’ (Dale, 2009). While I think this can be beneficial to both parties to a certain extent, I think it has potential to be damaging on their relationships. Even though conversation would still occur electronically if a teacher relies on tasks to be completed in a context outside of the classroom, conversation between teacher and student in real life may not occur as often as should. Therefore their bond will not be as strong, which in my opinion is one of the most important aspects of teaching. 

Although the iPad possesses some fantastic advantages in relation to teaching, I cannot completely agree that it is nearly as effective as other ICTs such as Interactive Whiteboards. The ‘focus on the mobility of learners and learning reveals assumptions and tensions in technology enhanced learning (TEL)’ (Balacheff, 2009). Mobile devices are fantastic in regards to their ‘mobility, weight, and size’, especially when considering younger students but I think this almost defeats the purpose as ‘it is harder for younger to operate’ (Howell, 2012). This is why I think a great strategy in overcoming this issue is that the implementation of mobile technology should start at a young age so they are more prepared for their use in the later years of their education. 

I agree that ‘attention is a key issue’ (Balacheff, 2009) because I think if each student is allocated a mobile learning device it may be easy to become distracted and is impossible for a teacher to see each member of the class’ device work at the same time. Furthermore I think their usefulness unfortunately relies too much on the constantly emerging apps being released and access to Internet. 

This is not to say that Mobile Learning shouldn’t be used in the classroom but provided it is used to certain guidelines. They must be used appropriately and encourage engagement, motivation and collaboration. Part of this I believe, is the idea that Dale presents in that mobile learning has ‘been viewed as a successful way of fostering creativity within education through group work’ (Dale, 2009). This can be represented in the sound file below where a class of 24 students each operate an iPad and work together to create a piece of music using a wide range of musical applications.

 

(Johnston, 2011) 

This is a fun way to implement music teaching, unison, interactivity and a common goal for a class. (Please be sure to listen to the end for student feedback). There are also wonderful games available for students on iPads. One I found to be quite engaging whilst still proving to develop a child’s learning is:
  
Online Game-Brain Training with Lumosity (Brain Training, 2013) 

This is because it can act as a reward when students finish work early. To conclude, Mobile learning is brilliant but it’s success is all in the way teachers use it. It obviously must be successful in learning as is evidenced by its continuation in being incorporated into learning. I think it gives the overall idea of these technologies a futuristic effect as they ‘create assets that can be reused and recombined in ways we can’t even predict right now’ (Alexander, 2007). 

References 

Alexander, S. (2007). Mobile Learning-Get An Education Via Your iPod Or Cell Phone . OC METRO , 78. 
Balacheff, S. L. (Ed.). (2009). Technology-Enhanced Learning: Principles and Products . New York: Springer. 233-249
Brain Training. (n.d.). Retrieved May 23rd, 2013, from Lumosity: www.lumosity.com 
Dale, J. M. (2009). Podagogy: The iPod As A Learning Technology. Los Angeles: SAGE Publications. 84-96 
Howell, J. (2012). Teaching With ICT: Digital Pedagogies For Collaboration And Creativity. South Melbourne: Oxford University Press. 98-101 
Johnston, N. (Composer). (2011). You Make Me So Electric. 
Kirk, C. (2012, September 13th). Mobile Learning; The Future Of Education And Youth Employment. Retrieved May 23rd, 2013, from World Economic Forum: forumblog.org/2012/09/mobile-learning-the-future-of-education-and-youth-employment/ 
Mohamed, A. (Ed.). (2009). Mobile Learning: Transforming The Delivery Of Education And Training. Edmonton: AU Press, Athabasca University. 289