This link has been bookmarked by 76 people . It was first bookmarked on 26 May 2012, by Nancy Latimer.
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05 Feb 21
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15 Jan 15
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62 percent of schools allow cell phones to be used on school grounds, though not in classrooms. But
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More than 1.5 million iPads have been deployed in schools.
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replacing print books for apps that feature videos and interactive quizzes
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“dashboards” that show moment-by-moment test scores
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instant polls in class to gauge student comprehension
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Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years?
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Schools must change the pedagogy.”
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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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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.’
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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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School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”
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29 May 14
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15 Apr 14
Lesley ReillyIn this article, top mobile learning researchers express concern regarding the use of traditional pedagogy in class even when access to mobile devices is allowed. Researchers challenge educators to use mobile devices in a way that adds relevance and value to how students learn.
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04 Apr 14
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25 Mar 14
Ron Mona"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.
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.
“To say that iPads result in increased engagement is to say nothing.”
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,” Soloway answered. “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.”
Shelley Pasnik, director of Center for Children & Technology agrees. “Having a personal device support your learning changes things up,” she said. “It’s different than having a computer lab down the hall.”"-
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.
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The way most classrooms are designed currently discourages social interaction in class. Desks are lined up facing front. 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.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.Mobile devices seem to be — at least in theory — a real enabler of social interaction. “They’re social learning objects,” he said. “Kids plug into their friends
and families and important social networks. When you begin to combine features of mobilityand 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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01 Mar 14
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19 Feb 14
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16 Feb 14
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Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?
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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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But 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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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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With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years?
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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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They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”
-
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. But that’s exactly the kind of short-term thinking that drives Soloway mad.
-
School is deadly boring to the kids who are accustomed to the fast-paced digital world in which they live the moment the school bell heralds the end of school. So to say that iPads result in increased engagement is to say nothing.”
-
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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“That’s a common first step — it’s the ‘extra,’ it’s what kids do when they finish their ‘real’ work,” Pasnick said. “But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”
-
This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about teaching tech). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.
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Dede thinks students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class. But even then, Dede doesn’t display the Twitter discussions on the board because he says students find it distracting. And if it’s distracting for college students, it would definitely be distracting for grade-schoolers. “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,” Dede said.
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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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“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.
-
“Kids plug into their friends and families and important social networks. 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.”
-
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. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.
-
“Because mobile devices are the new piece here, people want to know does it make a difference,” Pasnik said. “When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.”
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20 Jan 14
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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.
“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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ut the apps shouldn’t be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,” she said. “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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11 Sep 13
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07 Sep 13
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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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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. But that’s exactly the kind of short-term thinking that drives Soloway mad.
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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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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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“Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy.”
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27 Jun 13
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With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?
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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,” 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.”
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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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12 Jun 13
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08 Jun 13
Jenni Swanson VoorheesA focus on the pedagogy required to fully embrace mobile technologies.
curriculum technology education mobile learning pedagogy teaching mobile
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30 Mar 13
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20 Feb 13
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Maggie Verster"With all these direct applications for learning, it’s easy to justify using mobile devices in school. But what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?"
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16 Jan 13
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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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“I’ve never seen technology moving faster than mobile learning,”
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“It feels like something major is about to happen.
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ut what real and lasting effect will they have on the “formal” learning equation? Will this become just another passing craze in the long line of fads that have swung through schools and classes in past years? What criteria are being used to gauge a successful mobile learning program?
-
“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.”
-
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,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really
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Flash card programs for the iPad are too numerous to count. What a waste!”
-
So to say that iPads result in increased engagement is to say nothing.”
-
So what exactly does this idealized view of mobile devices for learning look like? It’s not easy to specify, or even outline. Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population.
-
“But when it’s really integrated into a sequence of activities, kids are moving between screens given what’s developmentally appropriate, they’re playing games. Some experiences use screens, then manipulatives or other materials, they’re engaged in conversations with peers and adults in the room. That’s where it works. There’s not this ‘privileging’ of this device. Instead, all of it is moving toward the learning goal.”
-
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. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.
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“back-channel”
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15 Dec 12
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07 Dec 12
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06 Dec 12
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at additional benefit does using a mobile device bring to the equation?
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Polling devices are based on lecture. You’re not having a discussion about it, but getting a quick sense of what students understand and modifying lecture accordingly. I would like to see teachers using different pedagogy
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discourages social interaction in class
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June BreivikAmidst a mobile revolution in schools, will old teaching tactics work? http://t.co/HIEbl10C
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03 Nov 12
Fiona Beal"Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work?"
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01 Nov 12
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23 Oct 12
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18 Oct 12
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07 Oct 12
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06 Oct 12
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Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. 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.
This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about teaching tech). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.
-
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05 Oct 12
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04 Oct 12
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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.
-
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?
-
There’s not this ‘privileging’ of this device.
-
These are the kinds of issues that are still being hashed out in schools: 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?
-
social aspect is fundamental
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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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Skip ViaRT @MindShiftKQED: Amidst a mobile revolution in schools, will old teaching tactics work? http://t.co/gxgdcDb1
via:packrati.us mobilelearning mobile reform pedagogy ipads onidmobile onid431
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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.
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.
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01 Oct 12
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nterested 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.”
-
Here’s an opportunity to reach every student in a meaningful way. 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.
-
They buy all sorts of new technology, things like interactive whiteboards, and slap on old practices on the new devices.”
-
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.
-
“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,” he said. “All they can do is entrench further and talk even louder that they have the answer; that their apps are really exciting and will engage the kids.”
-
even if it’s educational — how can mobile devices add relevance and value to how kids learn?
-
personalized learning – students owning what they learn.
-
“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.”
-
“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.”
-
the devices – whatever they may be – need to be integrated into a broader sequence of activities,
-
’ it’s what kids do when they finish their ‘real’ work,”
-
students can use their cell phones to have “back-channel” discussions that happen during discussions that happen in class.
-
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.”
-
t’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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28 Sep 12
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most ubiquitous device of all — students’ own mobile phones.
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What criteria are being used to gauge a successful mobile learning program?
-
“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.”
-
educator, each class, each school will have to find the best way to integrate mobile devices based on its student population
-
And what additional benefit does using a mobile device bring to the equation? This
-
how can mobile devices add relevance and value to how kids learn?
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lends itself to a different way of learning and interacting
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It’s a way of developing a one-to-one personalized computer
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the classroom. There’s a powerful notion that you can walk away with the world at your fingertips
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personalized learning – students owning what they learn.
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Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “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.”
-
But the apps shouldn’t be the focus of discussion. “That’s where the pedagogical practice comes to play, a thoughtful use of tool sets. Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,” she said. “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.”
-
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,
-
Using mobile devices as tools toward a learning goal
-
learning-by-doing that mobile learning can be used for
-
QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.
-
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. Kids learning from each other, making what they learn personal and relevant, and giving educators more tools to reach students.
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25 Sep 12
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05 Aug 12
Valerie MansbergerTopic 9A mobile learning
Educating the Net Generation mobile learning mobile learning
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24 Jul 12
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22 Jul 12
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a of using a mobile phone as a legitimate learning tool in school seemed far-fetched, if not downright blasphe
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18 Jul 12
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17 Jul 12
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Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. 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.
-
Here’s an opportunity to reach every student in a meaningful way.
-
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.
-
“Taking a picture for themselves is a lot different than getting one from a book,” Soloway answered. “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.”
-
Using mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. 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
-
But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.
-
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
-
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.
-
learning happens because of relationships
-
learning happens because multiple elements are interacting with one another.”
-
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14 Jul 12
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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.
-
Chris Dede said. “Polling devices are based on lecture.
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13 Jul 12
Sara StewartUsing mobile devices as tools toward a learning goal is exactly what students at Catholic High School in New Iberia, Louisiana, are doing. 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.
This project exemplifies the kind of learning-by-doing that mobile learning can be used for. Though the device makes it possible to create dynamic, interactive features like QR codes, one could argue that the learning equation of this project is not necessarily creating the QR codes (though there’s also an argument to be made about teaching tech). The point at which kids learn is when they go into their community and research noteworthy historical sites to understand their significance.
“Polling devices are based on lecture. I would like to see teachers using different pedagogy.”
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. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on. -
23 Jun 12
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13 Jun 12
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More than 1.5 million iPads have been deployed in schools. That’s not counting school-supplied non-Apple devices, or the most ubiquitous device of all — students’ own mobile phones.
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Classroom uses for iPads and cell phones are vast and varied. Some schools are replacing print books for apps that feature videos and interactive quizzes. 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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11 Jun 12
Aze_CunliffeAmidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? http://t.co/x4EtbVGR
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09 Jun 12
Équipe École 2.0"For progressives who have been itching to use technology to deconstruct and redesign the current classroom model – one teacher parsing facts to 30 or more students quietly sitting at their desks who will be tested on what they can memorize – the idea of mobile learning holds great promise. Here’s an opportunity to reach every student in a meaningful way. 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."
info en anglais primaire secondaire mobiles pédagogie intégration des TIC paradigme se perfectionner
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Glenda Bakerdiscussion of phone and iPads in schools. push for shift in pedagogy
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What criteria are being used to gauge a successful mobile learning program?
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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,” 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.”
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04 Jun 12
Lucie deLaBruereArticle about Mobile Learning refers to Chris Dede and Elliot Silloway
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01 Jun 12
Molly MyersRT “@SNewco: Amidst a Mobile Revolution in Schools, Will Old Teaching Tactics Work? http://t.co/2iqhFaPw #edchat” #sschat #byot
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31 May 12
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What the mobile phone added was an immediacy to the task at hand. Was it imperative to the learning process? Probably not. But did the QR creation make the project more interesting, more relevant to their lives, and thus more personal for students? That’s what educators are betting on.
-
“back-channel” discussions
-
Because mobile devices are the new piece here, people want to know does it make a difference,” Pasnik said. “When we know that learning happens because of relationships, and we want to keep that richness. So the question of the value of a single piece like the mobile phone becomes reductive. You falsely are having to focus in one element, when in fact, learning happens because multiple elements are interacting with one another.”
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30 May 12
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Jamin HenleyWith all these direct applications for learning, 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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With all these direct applications for learning, 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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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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“We are using new technology to implement old pedagogy
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Having the apps sitting on your phone on your desk in and of itself isn’t going to make you smarter, and it won’t make the classroom more anything,” she said. “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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John PearceJust 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.” -
26 May 12
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09 Apr 12
Lani Ritter HallA 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 a
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04 Apr 12
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Ashley Tan“I’m petrified that we’ll apply new technology to old pedagogy.” http://t.co/v0Xx2lFz
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