This link has been bookmarked by 165 people . It was first bookmarked on 30 Mar 2012, by someone privately.
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23 Aug 13
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18 May 12
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15 May 12
Rosanne Manmillerdescribes change of pedagogy needed for iPad affecting achievement
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12 May 12
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06 May 12
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02 May 12
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“What I’m hearing from schools more is that they’ve eliminated policies restricting using mobile devices for learning and they’re interested in developing mobile learning programs as fast as possible,” Dede said. “We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,”
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Flash card programs for the iPad are too numerous to count. What a waste!”
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The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?
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one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.
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Kids are still learning to type, they’re not as good as multi-processing. It’s all they can do to keep track of one thing that’s going on,”
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01 May 12
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“I’m petrified that we’ll apply new technology to old pedagogy,” Soloway said. “Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,
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Publishers can’t admit that their model is broken, that they are in the process of being disrupted,”
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“There’s something in the design of mobile that lends itself to a different way of learning and interacting,” Michael Levine said. “It’s a way of developing a one-to-one personalized computer
in the classroom. There’s a powerful notion that you can walk away with the world at your fingertips.” -
need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on
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Seniors at the school are using their phones to convert historical information they researched about their hometowns into QR codes that can be used on a walking tour they designed.
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What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process?
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Dede doesn’t display the Twitter discussions on the board because he says students find it distracting.
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a real enabler of social interaction.
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This social connection is what helped at-risk kids do better and enjoy math more in a pilot study called Project K-Nect last year.
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29 Apr 12
Andrea Brücken@BlessTheTeacher: Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? http://t.co/99tOcIlz
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28 Apr 12
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27 Apr 12
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24 Apr 12
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20 Apr 12
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19 Apr 12
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18 Apr 12
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it’s imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.
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17 Apr 12
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. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”
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Soloway challenges schools to think about what they’ve gained in student achievement through the use of devices. “We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities. Flash card programs for the iPad are too numerous to count. What a waste!”
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In class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn.
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“A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text.
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Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”
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and indicates that 62 percent of schools allow cell phones to be used on school grounds, though not in classrooms.
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But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom.
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They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”
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Even with the latest available technology, schools are still using old delivery tactics – like technology carts – taking iPads from classroom to classroom in schools that can’t provide a take-home device for every student.
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“A cart of iPads will have as much impact on student achievement as a cart of laptops had — which is pretty much zero,”
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15 Apr 12
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13 Apr 12
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11 Apr 12
Bethany SmithAmidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | http://t.co/DxuvVRHb
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Jason Rhode80% of teens have cell phones & 62% of schools allow cell phones http://t.co/fiGYqreU #mlearning #sloansms (via @remind101 @MindShiftKQED)
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10 Apr 12
lisa minneapolisMind Shift -- how we will learn
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09 Apr 12
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Amanda Nicholsgreat piece on how instructional and educational pedagogy must shift if technology like cell phones and tablets are to be used successfully in educational situations
pedagogy mobile learning cell cell phones tablets ipad iPodTouch iOS devices learning education teaching
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Fred KochChris Dede and Elliot Soloway are featured...
...Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to sccellphones mindshift pedagogy 21stcenturylearning 21stcenturyskills mobile_learning
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Kindergarteners are learning to read using an iPad app. Teachers are using tablets to monitor student progress on “dashboards” that show moment-by-moment test scores. Others are using cell phones to take instant polls in class to gauge student comprehension. And more students are using smartphones, many of which have stronger processing power than their schools’ desktop computers, for instant fact-finding, calculating, mapping, and note-taking.
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the idea of mobile learning holds great promise. Here’s an opportunity to reach every student in a meaningful way
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Houghton Mifflin Harcourt reported that students in one class who used its algebra iPad app showed a 20% increase compared to those who used its textbooks; and in Maine, kindergarteners who used an iPad app for literacy scored 2 percent better than those who didn’t. “We’re pleased with such a short window of using iPads as instructional tools,” said Auburn Superintendent Katy Grondin in a Bangor Daily News article. “We are seeing it’s making an impact in learning.”
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n class, the mobile device provides the “one-to-oneness” that Levine said allows for what most educators agree is one of the most important tenets of a well-rounded education: personalized learning – students owning what they learn
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“A child owns the picture when the child takes it; it is meaningful to the student. When the child takes a picture with a phone, the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text. So it is more than a camera.”
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But the social aspect of learning that’s been lost in the past decades, Levine said, can be leveraged with mobile devices. “So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect — relationships in the context of which you’re motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are,” he said.
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it’s imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students
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08 Apr 12
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07 Apr 12
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06 Apr 12
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Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours
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05 Apr 12
John TurnerAs more schools encourage the use of mobile devices from cellphones to iPad tablet computers in the classroom, some question the effect this trend will have on classroom instruction. Some see potential with mobile devices as a way to engage all students, but others say the outcome will depend on whether educators adapt pedagogy and practices to best integrate the technology into lessons.
...“It’s the classic cycle of old wine in new bottles that tends to happen when people get excited about the technology itself,” said Michael Levine, executive director of the Joan Ganz Cooney Center, which researches how media affects learning. (The new wine bottles being tablets and cell phones, of course.) “They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”" -
schneijDevices will MAKE us change our teaching style and method of delivery.
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04 Apr 12
Elizabeth AchorJust adding technology does not guarantee student success. Teachers must rethink teaching and support student learning through inquiry "with" technology.
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John DownesClass, turn on your cell. Mobile computing translated into classroom use.
Personalization Texting Collaboration Group-Work Cell-Phones mobile research mobilelearning pedagogy
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Paul ShuebrookScholars look at questions and cases around phones and tablets in the classroom.
mobilelearning ipad pedagogy education mlearning teaching mobile Edchat byod learning methods
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these days, it’s not unusual to hear a teacher say, “Class, turn on your cell. It’s time to work.”
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“I’ve never seen technology moving faster than mobile learning,”
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a staggering 80 percent of teens have cell phones
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mobile devices in the consumer market has also wrought what Dede describes as a “sea change” in the education landscape
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“It feels like something major is about to happen. It went from a silly idea, to, ‘Of course it’s inevitable.”
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We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”
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Some schools are replacing print books for apps that feature videos and interactive quizzes.
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Others are using cell phones to take instant polls in class to gauge student comprehension
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more students are using smartphones
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it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation?
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What criteria are being used to gauge a successful mobile learning program?
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some fear the promise will go the way of all the technology collecting dust in the corner of the classroom
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what everyone unequivocally dreads: the mechanization of teaching.
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“Right now, the iPad craze is using the same content on a different device. Schools must change the pedagogy.”
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“A cart of iPads will have as much impact on student achievement as a cart of laptops had — which is pretty much zero,”
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Actually some schools are seeing gains
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03 Apr 12
Greg O'ConnorJust a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.
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Bill PowersVia @MindShiftKQED: Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? | http://t.co/EVC1vSnH #edtech #mlearning #SIGML
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“People are talking about this being an inflection point,” said Elliot Soloway. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. “It feels like something major is about to happen. It went from a silly idea, to, ‘Of course it’s inevitable.”
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“They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”
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“A cart of iPads will have as much impact on student achievement as a cart of laptops had — which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”
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Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?
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And for any this to succeed, the devices – whatever they may be – need to be integrated into a broader sequence of activities, not an isolated tool that sits outside of everything that’s going on, Pasnik said. But that’s exactly what first happens when new devices are introduced.
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The most recent data available is from 2010, and indicates that 62 percent of schools allow cell phones to be used on school grounds,
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“A cart of iPads will have as much impact on student achievement as a cart of laptops had — which is pretty much zero,” Soloway said. “So lots of schools are going to be disappointed after a year of iPad use when they see no gains.”
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But Soloway and others question whether any of the old pedagogy around algebra or literacy have been affected by the use of the devices in these early studies.
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Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation?
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But the apps shouldn’t be the focus of discussion.
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Seniors at the school are using their phones to convert historical information they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.
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Mobile devices seem to be — at least in theory — a real enabler of social interaction.
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From where we stand now, it seems that the mobile revolution in schools is inevitable. But as the hype around the wizardry of the technology escalates, it’s imperative to focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning.
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soberle"Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.
But these days, it’s not unusual to hear a teacher say, “Class, turn on your cell. It’s time to work.”
Harvard professor Chris Dede has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education." -
Janet Hale"Just a few years ago, the idea of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphemous. Kids were either prohibited from bringing their phones to school, or at the very least told to shut it off during school hours.
But these days, it’s not unusual to hear a teacher say, “Class, turn on your cell. It’s time to work.”"21st century learning 21st century skills iPad apps mobile learning
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Donna Murray"a staggering 80 percent of teens have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a “sea change” in the education landscape."
socialmedia elementary middle high professionaldevelopment articles cellphones mobilelearning
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mobile learning holds great promise.
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But unless traditional teaching practices morph to adapt and fully take advantage of what mobile devices can afford, some fear the promise will go the way of all the technology collecting dust in the corner of the classroom. Worse, it might eventually lead to what everyone unequivocally dreads: the mechanization of teaching.
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I’m petrified that we’ll apply new technology to old pedagogy,
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“Publishers will create apps that support their paper textbooks – or they will port their paper textbooks over to a PDF and say, ‘See, we have an eTextbook.’ Publishers can’t admit that their model is broken, that they are in the process of being disrupted
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“We are using new technology to implement old pedagogy,” he said. “We are not exploiting the affordances of the new technology to give kids new kinds of learn-by-doing activities.
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engagement always goes up when technology is used
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So what exactly does this idealized view of mobile devices for learning look like?
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Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population.
-
The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation?
-
beyond fact-finding and game-playing
-
how can mobile devices add relevance and value to how kids learn?
-
There’s something in the design of mobile that lends itself to a different way of learning and interacting
-
There’s a powerful notion that you can walk away with the world at your fingertips
-
mobile device provides the “one-to-onenes
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personalized learning – students owning what they learn
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A child, for example, who’s learning about plant growth, can take pictures of the roots of a tree on her way home for school, Soloway said as an example. She brings it into class the next day, shares it with the teacher and other students, and they talk about what they’ve discovered.
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But can’t a camera do the same thing — or finding the picture of the root online or in a book? “Taking a picture for themselves is a lot different than getting one from a book,
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Soloway answered. “A child owns the picture when the child takes it; it is meaningful to the studen
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the child can then integrate the picture into an artifact that also contains a concept map, an animation, etc. In fact, the picture can be imported into a drawing program, then labeled with text.
-
Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”
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It’s what you do with it, and how it’s supported, how teachers and students know to learn, to use those tools. It’s part of a complex nature of learning
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not an isolated tool
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“But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate
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Seniors at the school are using their phones to convert historical information they researched about their hometowns into QR codes that can be used on a walking tour they designed. Smartphone users can learn about historical sites by scanning the QR codes on their devices.
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This project exemplifies the kind of learning-by-doing that mobile learning can be used for.
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Students could have just as easily created individual print brochures that featured historical sites around town — and the educational value would have arguably been comparable. What the mobile phone added was an immediacy to the task at hand.
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use their cell phones to have “back-channel” discussions
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What’s more distracting than helpful, what’s just straight up utilitarian, what’s helping students understand concepts better? What’s allowing them to make a particular lesson more personal and relevant?
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social aspect of learning
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can be leveraged with mobile devices
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So much of what research has taught us about child development, and even the most recent research on brain development, is that the social aspect — relationships in the context of which you’re motivated to learn, and the types of people who are encouraging kids to learn, that social aspect is fundamental to who we are
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Mobile devices
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enabler of social interaction.
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When you begin to combine features of mobility and socialness and access to every learning object you can imagine, that becomes more seamless and natural and interesting in terms of possibilities
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Students collaborated with each other through blogs, instant messaging and email
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the mobile revolution in schools is inevitable
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focus the discussion on how to use devices not to mechanize and standardize, but to bring back the human, personal element to teaching and learning
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Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students
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learning happens because multiple elements are interacting with one another.
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02 Apr 12
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Lainie RowellThis article is part one of a multi-part series exploring mobile learning co-produced by MindShift and Spotlight on Digital Media & Learning. In the coming weeks, we’ll explore policy issues in schools and districts with integrating mobile learning programs, the latest in augmented reality, and best practices for mobile learning in classrooms
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stevestonekyHarvard professor Chris Dede has been working in the field of education technology for decades, and is astonished at how quickly mobile devices are penetrating in schools. “I’ve never seen technology moving faster than mobile learning,” said Dede, who teaches at the Harvard Graduate School of Education.
That’s not necessarily surprising, given that a staggering 80 percent of teens have cell phones. This penetration of mobile devices in the consumer market has also wrought what Dede describes as a “sea change” in the education landscape.
“People are talking about this being an inflection point,” said Elliot Soloway. Soloway is a professor at the School of Education at the University of Michigan, and a longtime proponent of mobile learning. “It feels like something major is about to happen. It went from a silly idea, to, ‘Of course it’s inevitable.” -
Lindsey ErinAwesome article on the power of mobile learning.
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