Mobile learning in the classroom (sound file attached)

Mobile learning becomes popular in terms of the technological shifts occurred in the society. With the help of mobile learning, students are able to access information whenever and wherever they are. At the same time mobile learning also brings challenges to us as educators on how can we make the best use of technology instead of students overuse it for non-education purpose in the classroom. In doing so, educators have to build up a pedagogy that associates technology and learning environment in order to improve class efficiency.

Mobile learning is elearning through mobile computational devices, they can be Palms, Windows CE machines or even your digital cell phone (Quinn, 2000). By study mobile learning, people will be able to understand technology can contribute to new knowledge, skills and experience for mobility learners (Sharples, Arnedillo-S’anchez, Milrad & Vavoula, 2009).

However, parents and schools are worried because the use of mobile technology in classroom might cause problem as some students are not using it in an educational aspect. Therefore, some schools have banned mobile devices in class. On my personal perspective, mobile devices can be an engaging tool for students instead of entertainment. It is a challenge but teachers should teach students how to use mobile technology properly and educationally in order to use technology as a helpful tool as well as encourage life-long learning. At the same time, teachers should inform the parents about the essentiality of using mobile technology in class and how it can be use for educational purpose. I believe mobile technology in class link students in real and virtual world which create learning communities between students. However, it requires educators to incorporate proper use of mobile technologies in educational purpose which can eventually be beneficial to the class with these devices.

Ipod, as popular device that is socially acceptable amongst youth of today can be used in the classroom to enhance student’s learning. Dale and Pymm (2009) introduce using ipod as a learning technology in classroom promotes a new culture of learning personally and socially. Skills such as performing skills, creative powers of interpretation, research and exploration, assimilation and synthesis of complex information and theoretical concepts etc have been demonstrated to students by ipod. With the help of ipod as a mobile technology, students are able to develop flexible, creative, sensory, personalized, collaborative learning which make a difference to a traditional classroom (Dale & Pymm, 2009).

As one of the examples of mobile technologies, the use of ipod in classroom allows students to gain knowledge within and beyond the classroom and improves the efficiency of teaching. Similar with other mobile devices, they can be used to help teaching within an appropriate curriculum. Collaboration between students and teachers will happen at anytime and anywhere with the help of mobile learning. There is a sound file here indicating how students and educators think about mobile learning which can be helpful for our future teaching with mobile technologies. 

(Click the image for sound file)

As a future educator, I would use mobile technologies in my classroom because it provides multimedia such as audio, image, text technologies and other different media which are helpful for both student’s learning and enhancement of the content. Additionally, I would also build an appropriate theory of education for mobile learning in order to promote my teaching pedagogy as well as prevent inefficient use of mobile devices in classroom. 

References 

Dale, C. & Pymm, J. M. (2009). Podagogy: The iPod as a learning technology. Active Learning in Higher Education,10(1), 84 -96. Retrieved from http://alh.sagepub.com/content/10/1/84

Quinn, C. (2000). mLearning: Mobile, wireless, in your pocket learning. Retrieved from http://www.linezine.com/2.1/features/cqmmwiyp.htm

Sharples, M., Arnedillo-S’anchez, Milrad, M., & Vavoula, G. (2009). Mobile learning small devices, big issues. In Balacheff et al. (Eds.), Technology-Enhanced Learning (pp. 233-249). doi: 10.1007/978-1-4020-9827-7 14 

For the images

http://edudemic.com/tag/mobile-learning/

http://www.districtadministration.com/article/mobile-devices-drive-creative-instruction

http://armstrongcarledm310.blogspot.com.au/

http://www.iconfinder.com/icondetails/79627/128/sound_icon

Assessment using ICT

Interesting argument presented in the reading Kent and Campbell (2013), the chapter discusses about using technology in both teaching and assessment and it is one of the most effective ways to improve student learning. There are modes of technology are presented on how they can be used for assessment such as Blogs, Wikis, Twitter, Facebook, Other social media, Youtube and Google apps (including Google docs). Moreover, learner response systems (LRS) can be helpful to collect students’ responds to a question that a teacher asks. Assessment platform is introduced by Kent and Campbell in the chapter.

There is a video during the tutorial about classroom assessment. According to the video, there are three assessments teacher can used in class which are diagnostic assessment, formative assessment and assumptive assessment. From my point of view, using assessment in class helps teacher understand students’ situation in order to know what student needs. Students abilities, social skills judgment and what students learned and information you need to cover can also be seen through assessment. Using assessment also develop students’ critical thinking skills. Feedback from the teacher is also important because what is expected for the subject is acknowledged by students. Collaborative access can also be used as it is student’s reflective on their own works or assessed by peers. However, what are the most suitable assessments for each class are different, teachers need to decide which assessments work better in their class.

After reading Assessment for Teaching Today (Kent & Campbell, 2013), technology used for assessment can be greatly helpful compared with using traditional assessments. Blog and Facebook are the assessments I personally find comparatively useful.  With blogs, teachers will be able to provide feedback according to criteria once the post is published by students. Also, peers can write comments immediately reflecting to their own knowledge and understanding. Facebook can be used as a communication tool for the assessment. With a large number of students using Facebook, applying Facebook as an assessment can be handy for both teachers and students. Start with a new Facebook site where students can work collaboratively. News feeds, sharing book reviews and multimedia and provide direct communication as well as making announcements are the things teacher can post to promote students’ motivation to learn as well as collaborate working with peers. Teachers are able to evaluate students’ work once they sent it and provide feedback.

There is an example of assessment using ICT I learned from the tutorial. Rubric is an assessment method that provides analyzing higher-level abilities (National Assessment Program: ICT literacy year 6 and 10 report, 2011). It is a set of criteria and standards linked to learning objectives that is used to assess a student’s performance on papers, projects, essays and other assessments. Teacher can create their own standards depending on the tasks. Digital portfolio, concept mapping, photos and multimedia etc are also the assessment examples which teachers can put into practice in class.

For me as a future educator, I believe using assessments is definitely needed and assessment with ICT enhances the approaches to evaluate the students according to your teaching goals. 

References 

Jennygensley. (2010). Classroom Assessment [video]. Retrieved from http://youtu.be/tnkE0zx5AqI
(Link for the video)

National Assessment Program: ICT literacy year 6 and 10 report. (2011).

Retrieved from: http://www.nap.edu.au/verve/_resources/NAP_ICTL_2011_Public_Report_Final.pdf

Peter, K., & Campbell, C. (2013). Macmillan masterclass : assessment for teaching today, Melbourne : Macmillan Education Australia  (pp.34-43). Retrieved from http://www.library.uq.edu.au/coursebank/get.php?id=34067033558841.pdf&copyright=yes

For the images

http://csr.cisco.com/casestudy/networking-academy

http://www.edexcel.com/Subjects/ICT/Pages/Default.aspx

Social constructivism (concept map attached)

Rowe (2006) concluded the effective teaching practices for students with and without learning difficulties associate with the theory of constructivism. In his reading, there are two main effective teaching practices that I personally found interesting and useful for my future teaching as an educator. The combination use of direct instruction (DI) and student-centered constructivist approaches is considered appropriate for engendering all types of learning. However, constructivist approaches are not in the best interests of all students especially who have learning difficulties. I have created a concept map helps understand the structure of the reading.

constructivism-concept map

According to Howell (2012), constructivism is a theory of knowledge that individuals generate knowledge and meaning from the interaction between their experiences and ideas. As Ausubel(Rowe cited, 2006) put it ‘the most important single factor influencing learning is what learner already knows’. Learning is built effectively on learner’s current knowledge with minimal assistance by a teacher or peer which leads to social constructivism. Social constructivism extends constructivism by incorporating the role of other actors and culture in development (Howell, 2012). Both Rowe (2006) and Yilmaz (2008) agree that the role of teacher is to be facilitator and guider of learning instead of director or orchestrator. Because each individual has their own understanding of knowledge, teacher should concern with how learners understand the process of knowing rather than attempt to transfer conceptual knowledge.

It is mentioned by Rowe (2006) that the constructivist approaches for students in disadvantaged backgrounds or with learning difficulties are not as efficient as for other groups of learners especially for children from non-English speaking backgrounds. Disadvantaged students need more guidance and direction than any other learners, however, constructivist approaches encourage students to learn based on their previous knowledge with little or no guidance from teachers. Epstein (2007) stated that children not only learn in natural and social settings but must learn some content through direct instruction. Research has shown that direct instruction in teaching and improving socially significant behaviors is the key for certain populations that we teach (Batshaw, 2oo7). As for students from disadvantaged backgrounds, more attention and instruction need to be given in a different teaching pedagogy.

For my own teaching career, constructivist pedagogy can be used effectively in class. Firstly, teacher should recognize and respect students’ beliefs, backgrounds and previous knowledge. Secondly, teachers should create a learning environment which students can examine, change and even challenge their previous knowledge and understanding through different efficient tasks. Thirdly, with the help of technology, I will be able to introduce the knowledge into the conversation through loosely structured instruction. More importantly, I should present new knowledge in a relevant way for learners and valuate students’ ideas as an important contribution to the class. Discussion, debate and Socratic dialogue can be used as interactive methods to develop a higher-order thinking skill. Even though constructivist pedagogy has not yet penetrated into actual classrooms, it is a useful and effective to put constructivist pedagogy into practice as it associates with teacher’s role, learning environment and student’s evaluation. 

References 

Batshaw, M, L., Pellegrino, L., & Roizen, N.J. (2007). Children with disabilities (6^th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Epstein, A. S. (2007). The intentional teacher: choosing the best strategies for young children’s learning. Washington, DC: The National Association for the Education of Young Children.

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration & creativity. Melbourne: Oxford University Press.

Rowe, K. (2006). Effective teaching practices for students with and without learning difficulties: Constructivism as a legitimate theory of learning AND of teaching?. Retrieved from http://research.acer.edu.au/learning_processes/10

Yilmaz, K. (2008). Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction. Educational Horizons, 86(3), 161 – 172.

For the images

http://www.tomchukfilms.com/articles/art_constructivism.php

http://edpsychtemple.wikispaces.com/History

Digital storytelling

In Robin's (2008) article, Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom, there are numerous benefits have been introduced about digital storytelling. However, a study from the U.S Department of Education (2007) indicated that classrooms with technology products share the similar result with the non-technical classrooms and it has been a waste of money and time for the investment of technology. Robin found out that how and why students and teachers are engaged by new technologies and some advantages of digital storytelling in educational aspect. Moreover, digital storytelling can be used on other areas such as personal narratives etc. Lastly, Robin introduced Technological Pedagogical Content Knowledge (TPCK) and how it can be used with digital storytelling.  

I personally agree with Robin that digital storytelling is more affordable and accessible compared with other technology. Digital storytelling is simple to create (There is a video about what digital storytelling is and the things you need to do to create a story which are pictures, background music and a story) and is make for everyone. Zukowski (2008) stated that teachers and students with little or no technical background should be able to create digital stories. Digital storytelling is not complex as it does not require much skills or knowledge, therefore, it is easy for students and teachers to access and use. Digital storytelling is also affordable, according to the video, anyone with computer can create their own story. Robin (2008) stated that the tools needed for digital storytelling are computers, scanners, digital cameras and high-quality digital audio capture devices which have become increasingly inexpensive. Digital storytelling enhance lessons within a larger unit and the rules are easy to follow.

Robin stated that ‘Researchers such as Hibbing and Rankin-Erikson (2003) and Boster, Meyer, Toberto, & Inge (cited by Robin, 2008) have shown that the use of multimedia in teaching helps students retain new information as well as aids in the comprehension of difficult material’. Digital storytelling is multimedia project combing text, images, audio and video files into short film clips. With the help of various medias used, digital storytelling helps make the class more engaging and the content more understandable and interesting for students (Robin, 2008). The use of sound and movie is different from normal ways of teaching which will attract students’ attention and make the lessons more interesting for them. Digital storytelling is narrative which helps students learn from the stories and remember their meanings hence it is more comprehensive and understandable.

However, I believe that teachers should not be afraid of using new technology and showing to the class. Robin cited in the reading, Judge, Puckett and Cabuk (2004) concluded some teachers who have not received adequate training about selecting appropriate technology are not confident in choosing software and integrating technology for classroom. Therefore, it is important for us as a teacher to have background knowledge of using technology in education and take the best advantage of it. 

As for digital storytelling, it is a useful tool for teaching and it is easy to use hence for me as a future educator, I will not only use it for myself, but let my students to create their own stories by using digital storytelling for some assignments. Digital storytelling might be helpful for me by providing ‘the ability to think and use technology in critical, creative and responsible ways, which will develop and enhance TPCK’ (Robin cited in Hicks).

References

Gratigny, J. (Producer), (2009).What is Digital Storytelling [video]. Retrieved from https://www.youtube.com/watch?v=dKZiXR5qUlQ 
(Link for video)

Robin, B.R. (2008). Digital storytelling: A powerful technology tools for the 21st century classroom. Theory Into Practice, 47, 220 - 228.

Zukowski., Ann, A., MHSH., & DMin. (2008). The Digital Storytelling. Retrieved from http://search.proquest.com.ezproxy.library.uq.edu.au/docview/194688591/fulltextPDF?accountid=14723 

For the images

http://emily-galusub.blogspot.com.au/2012/03/digital-storytelling.html

http://e-learning-innovations-2011.wikispaces.com/3.+Telling+the+Story

http://slid.es/tracywatanabe/addressing-common-core-through-digital-storytelling

Wikis, Blogs and collaborative learning

Maloy (2011) believes that various communication technologies enhance teaching and learning and they are essential ingredient for education. Multiple communication technologies have been introduced in the reading including email (electronic mail), instant messaging (IM), teacher or classroom websites, blogs (short for weblogs), online discussions and wikis. Each communication technologies can be beneficial to class and students learning process in different ways. It is important for teachers to build their own information communication system. Social networking (such as Facebook, Myspace and Webkinz) can also be useful for educational purpose as 96 percent of youngsters age 9 to 17 use social networking technologies. However, social networking is distracted and students might not concentrate on study.

Educational networking can be used in five productive ways:

1. teacher-to-teacher discussions about curriculum and instruction

2. book groups

3. connecting to national education policy and reform organizations

4. exchanging information on educational research

5. group editing of projects and writing

From my point of view, wiki is an essential tool for information sharing and discussing. Through wiki allow individual or group of people to edit the same web page which involve users in the process of sharing information collaboratively. Wiki is designed for collective writing and editing, promote high levels of collaboration and interaction among students. Wiki also encourage students to work in teams because students need to participate with others to work out the information. Collaborative learning experiences indicate that team work is the key to solve complex social and technological problems and wiki allow us to work together by groups. Wiki can also keep track of the writing and editing process which allows everyone to see what has been added and changed.

Teachers’ participation is also involved through wiki. Working process of each group and different ideas of students are shown as teacher go through wiki which helps teacher understand each student individually. For a teacher, questions or assignments can be written on wiki so everyone can have the same information access instead of repeating the tasks in class.

Another communication technology I will use in my future class is social networking however, I will not use that for young age education. Social networking is useful for me as students nowadays spend more time viewing online communities (facebook, twitter etc) instead of checking their personal email. Teachers can share interesting news related to the subject or even releasing important notifications so students can read it if they are interested. Students are forced to think about some problems related to education not even in class. However, it is strongly suggested to teach students how to use social networking sites responsibly (Howell, 2012).

After the reading, there are various communication technologies that can be used in my future class to enhance the ways of communication between students and students as well we students and teachers. Cooperation between students can be carried out by different technologies especially wiki and blog which provide an opportunity to study beyond the class. Students can receive feedback from teachers and teachers are able to see the task as soon as possible. 

References 

Howell, J. (2012). Teaching with ICT: digital pedagogies for collaboration & creativity. Melbourne: Oxford University Press.

Maloy, R.W., Verock- O’Loughlin, R., Edwards, S.A., & Woolf, B.P. (2011). Communicating and Networking with websites, blogs and more. Transferring learning with new technologies (MyEducation Kit), (pp. 206-239). New Jersey: Pearson. 

For the images

http://www.lingellearning.com/our-services/social-media

http://suezann.wordpress.com/2010/02/