Week 6 | Digital technologies - mobile learning

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Is it time to use mobile phones in the classroom?

To consider this option schools must critique the value of these devices. They must also mentor and prepare students for using these devices responsibly (The New Media Consortium, 2011).
Mobiles enable ubiquitous access to information, social networks, tools for learning and productivity, and much more. Mobile devices continue to evolve, but it is the increased access to affordable and reliable networks that is driving this technology now. Mobiles are capable computing devices in their own right — and they are increasingly a user’s first choice for Internet access.” (The Horizon Report: 2011 Edition, p5).

But. Is there room for another electronic device in the classroom?

In her paper, Chronaki (2000) cites (Negroponte, 1995, Windschitl, 1998) that ICT or new technologies promise fast access to information and a new way of communicating, networking, teaching, learning and researching. Mobile phones would appear to be the next level in accessing this information. According to an article written by Wei and Leung (1999), research found that the classrooms are among the least acceptable places to have or use mobile devices, Campbell (2004) found similar results. What makes this so? could it be our perceptions? most likely yes!

The current view is that mobile phone are a distraction. Period. Most of us are frustrated when a phone rings in class or people need to 'duck out' to make or take a call. Really our views are set, mobile phones for communication only, and NOT! for advancement or redefinition of classroom tasks. So what we need is a change of thought; a different perception. Mifsud (2003), as cited in the Department of Communication Studies (2005) writes that some people noted the potential of the technology to support anytime, anywhere learning, and it will be researchers like this that could get the ball rolling. But not only them, but us as teachers. We need to realise that technology is not segregated anymore, it is integrated. 

Source: Google Images

What do I mean by this. Technology is no longer, mobile phones or laptops or iPads. It is the software or programs that drive them. The internet. Microsoft. What device this is accessed through is irrelevant. 

Listed below are just some of the ways that mobiles can be supported in the classroom; and when you view these applications, think about how similar or different they are, when used in another type of device.

• Calculators (standard and scientific)
• Podcasts
• PIcture to text recording of information (evernote/onenote)
• Digital storytelling
• Science data recording (graphs)
• e-reader apps
• Vocabulary and word definitions
• TImers
• SMS as reminders for homework, materials to bring, or lessons cancelled

Are there concerns about privacy and safety, you bet!

Concerns about health are another issue raised by Miller (2011). Whilst the Education Departments do not discriminate between mobile phones and other devices (for instance the South Australian Department) the perception still remains that mobile phones are more dangerous for children than other internet-enabled devices, and strong guidelines are in place in most schools forbidding mobile phone use. 

In my synopsis, this week Bianca Hewes who teaches 9th grade english at Davidson High School, NSW, talks about work spaces but also contained in the video is a brief mention of the use of mobile phones in her classroom. The information begins at 2:55.

Week 6 Assessment | Reflective Synopsis

What is the purpose of the SAMR model?

Each type of technology whether it is an application, program or other, are useful for classroom learning, their value, however must be monitored by some type of scaffolding tool. In this case, the SAMR model (Refer to week 1 blog). The design of this framework helps teachers and instructors manage the level of value each type of technology has. Beginning at the substitution level and ending at the redefinition level. 

The design of the SAMR model suggests that every type of technology used, from word processing to global collaboration with the internet, in learning sits at a particular level; as a substitution/augmentation/modification/redefinition, regarding its usefulness and productivity, either in the classroom, or in the workplace. 

Source: Google Images

All technology is useful, but not all technology is beneficial, especially in the classroom environment. Teachers need to know what technology is going to affect their student's learning in ways that allow students to understand topical ideas that are presented to them. In the Australian Curriculum, students develop ICT capability as they learn to use ICTs effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school, and in their lives beyond school. The capability involves students in learning to make the most of the digital technologies available to them, adapting to new ways of doing things as technologies evolve and limiting the risks to themselves and others in a digital environment (ACARA, 2014).

The AITSL lists a number of standards (7 in fact) that teachers must use to guide them in effective classroom practice; 1. Know your learners, 2. Know the content and how to use it, 3. plan for and implement effective teaching and learning, 4. create and maintain supportive and safe learning environments, 5. assess and provide feedback and report on student learning, 6. engage in professional learning, and 7. engage professionally with colleagues, parents/carers and the community

ICT Elaborations for Graduate Teacher

What are the requirements for 21st century learners? 

Bianca Dawes discusses how ICT's are included into her classes and how the Australian Curriculum supports these new types of learners.
Bianca Hewes is an English teacher at Davidson High School, NSW. She utilises project-based learning in her classroom in order to promote the general capabilities in a 21st century environment. In this video, she discusses how her approach enriches student learning.

   

Knowing current legislation is paramount to ensure student privacy and safety. Each school needs a 'cyber team' that monitors and revises cybersafety behaviours, codes of conduct and policies, curriculum resources updates keeping parents and students in the loop about risks and solutions. Check out what I had to say in my week 2 blog on classroom tasks: Ethics/Legalities/Safety

So what other fundamentals contribute to 21st century students?

Understanding the cognitive thinking. 

Source: Google Images

In my week 2 blogs, I reflected on one of the different learning styles 'Connectivism'. This is where learning occurs through special nodes of information in a network or is socially and technologically enhanced through patterns. Click on the link to view this blog; Week 2 reflection blog But is this all we need? It would appear that this is just the 'icing on the cake'. 

Source: Google Images

Classrooms can not survive on just scientific results to drive classroom learning. Knowing how students think is a great tool, but how do teachers incorporate these findings, into classrooms for learning and assessment?

Source: Google Images

DeBono, might have hit the nail right on the head with his six coloured thinking hats! 

How did the scaffold support the collection of a range of perspectives? Using De Bonos thinking hats provided an effective scaffolding tool as it gave the thoughts and ideas I had formed, a direction. Blooms taxonomy is fantastic to produce next level thinkers, however unless those questions are embedded or directed into a framework or, they provide inadequate learning for students. The thinking hats work in two ways, they provide a brain stimulate, in the form of colours (black, red, green, yellow, white & blue) and imagery (the hats), which research is showing, produces a higher, effective and foundationally sophisticated student (Hall, 2014). 

***Read further about the activity using De Bono's hats here.

So how does all this shape up? 

Learning and thinking, reflecting and so on. Well the combination of the SAMR model, and Bloom's revised taxonomy and all this technology would look like this:

Source: Google Images

In a world where digital technology is commonplace, it is no longer acceptable for teachers, parents and the community to bury our heads in the sand. We must know our learners - how they think and respond, and guide them in appropriate behaviours and knowledge them in safety. We must know the legalities - legislations that inform our policies and procedures, and finally, we must know the technologies we are using in the classroom so that we, as teachers, get the best from our students - as the SAMR model suggests, transformative learning only takes place when a task is redesigned and is only possible through the use of the internet. Teachers are no longer the leader to teach technology - most of the students already know what we know. But we are facilitators that guide, coach, support and research current and new technologies that become available to students.