Mobile Learning in the Classroom

Teachers and educators are now turning to mobile devices to help assist learning in the classroom. However contradictory this may seem to the old set of rules (no phones allowed in class), this technology is proving to be a very useful tool when educating students (Sharples, Arnedillo-S'anchez, Milrad, & Vavoula, 2009). Furthermore, it is no wonder mobiles are being used for learning purposes; we are in an age where almost everybody carries around some sort of mobile device with them, whether it be an actual phone or an MP3 player such as the iPod.

iPhone & iPod

http://www.insanetwist.com/2012/12/eject-and-disconnect-ipod-or-iphone.html

Due to the readily available mobile resources we now have on offer, the opportunities that educators are presented with are endless. We have a chance to be able to redesign learning for the 21st century classroom. However, because mobiles once were a taboo item in the classroom, it is important that educators understand the rules and implications that come with using them (Sharples et al., 2009). But how exactly do mobiles assist learning? For starters, because the mobile device is extremely portable and the software is extensive (on a smart phone), it is easy to carry anywhere and therefore learning can occur outside of the classroom, whether it be on the bus or walking to school (Sharples et al., 2009). Therefore, "rather than assuming that learning occurs in a fixed location... it examines how learning flows across locations" (Sharples et al., 2009). We must be aware, however, that the teacher will continue to have a fixed place in the classroom. Until you find a connection between mobile and traditional learning, mobile learning will be a waste of time (Sharples et al., 2009).

The purpose of mobile learning is to ultimately create enriching conversations and learning environments across the education borders (Sharples et al., 2009). Mobiles can provide simple interactions that are relatively quick, prepare materials that are flexible and easily accessible, and enable students to access different functions such as note taking, voice communication, photography and time management (Sharples et al., 2009). However, it is extremely important to understand that the role of the mobile in class is not to teach but rather to facilitate. So instead of using the mobile device to teach, use it to enrich classroom discussion and support peer collaboration.

http://forums.appleinsider.com/t/153354/review-ipod-nano-2012

As well as mobile phone, iPods can also be used in the classroom to facilitate learning (Dale, & Pymm, 2009). The iPod is extremely useful in a classroom setting as it can play music, display pictures, record audio and it can also be used as an external hard drive. One example can be to use it in a drama class to create a sequence of photos or scenes as well as music. Mobile devices can connect to computers to further enrich learning and display content (Dale, & Pymm, 2009).

I believe that mobile learning in the classroom is an effective tool to incorporate into 21st century education. However, I do believe it is necessary to view these devices as facilitating learning rather than teaching. I also understand that because of the popularity of such devices, including them into a classroom setting may prove distracting for the students. However, when used properly and collaborated with an already effective teaching pedagogy, these devices can flourish in the classroom.

Images taken from:

http://www.insanetwist.com/2012/12/eject-and-disconnect-ipod-or-iphone.html
http://forums.appleinsider.com/t/153354/review-ipod-nano-2012

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.ezproxy.library.uq.edu.au/content/10/1/84.full.pdf+html

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