The journey of hand held learning...

If schools as a centre of learning are to remain a core component of the 21^st century environment, teachers will need to adapt to using to using relevant pedagogical practices that engage students in the modern environment. Today’s young people expect information in the palm of their hand. Mobile media devices are already used to in a young person’s social and external life. As a high school teacher, I need to consider how I can incorporate the use of these devices, in my everyday teaching practices. 

 

At my school the focus for professional development in recent times, especially since the governments Laptop roll out, has certainly been on technology, with a particular emphasis on using Smartboards and Web 2.0 tools. Realistically I believe this is still behind the times, as we need to consider the relevance of using mobile devices such as the iPod touch or iPhone to meet the demands of on the go access and the immediacy that a young learner of today wants. Within my school there is reluctance about using mobile devices due to their durability, size of screen and the difficulties surrounding student’s privacy, confidentiality and seeing if a student is on task.

The 2010 Horizon Report for K-12 has recently been released, predicting the technologies that will be influential in changing pedagogical practices over the next 5 years. It predicts that mobiles are a key tool for learning within schools over the next 2-3 years, once the school policies governing their use are as progressive as the devices themselves.

With this in mind, I am encouraged to consider how I could use mobile devices for leverage in creating innovative, engaging student centred activities as part of my teaching. How I can use mobile technology to support critical thinking, problem solving and learning? What tools and apps can I use as springboards to real world context to encourage life long learning?

As a Food Technology teacher I could use a mobile device such as an iPod or iPhone to capture stages of their practical lessons through the use of photographs, audio or video clips. This could then be used in blogs or wikis as student's document their skill development and record their competencies achieved as an integral component of the scripted curriculum.

By having access to a mobile device that provides the portability of a go-anywhere, all day learning tool, student's will be able to explore or learn at their own pace, deepening their understanding and create a passion for further learning. Particularly in the study of food, student's would have unlimited freedom to explore other culture's cuisines, ingredients, food facts and historical information relating to the area of study. Student's would be able to engage with others from around the world, as they collaborate, share ideas, encounter alternative perspectives or conflicting ideas to their own. The study of food is always described as a 'journey of discovery' as student's are exposed to other cultures, ideas and social mores, hence developing empathy for other people who live in a world different to their own.

This 'journey of discovery' should be applied in all areas of learning for student's of today as schools integrate the use of the technological tools, that student's are often quite comfortable in using outside of the school environment. By using mobile devices and a variety of applications (apps) student's have abundant opportunities for discovery and adventure as they explore beyond the set curriculum. The scope and sophistication of these one-to -one devices or ubiquitous computing is only limited by the policies and practices of the school itself. 

Squire (2009) was particularly interested in using augmented reality games, which I found intriguing. Augmented reality uses a camera to let you overlay virtual data over the top of the physical environment that you are using. Apparently Layar and Junaio are cross platform apps which can be used to add information, facts or markers over photograph of the environment you are using. 

I could see this could be very useful in schools. In the food technology area: safety rules and regulations could be added as pop-ups for the preparation areas within the classroom. Students could record information on their final products, identifying techniques, ingredients and key challenges in the preparation and presentation of their food products. One of the other benefits of using mobile media devices is the ability to pause-rewind and replay learning, which is particularly of great benefit in the practical environment. These devices, because they are used as a one-on one situation provide ample opportunities for teachers to create augmented instruction, differentiated activities and inquiry based learning activities. 

As a teacher in a school where there is a reluctance in considering the use of mobile devices, I see it as a challenge to bring to the attention of the executives, the possibilities and opportunities these tools afford. I intend to further investigate the use of using mobile devices in my teaching career, both as a food technology teacher as a budding librarian. By creating and using innovative learning experiences and modeling effective use of digital age tools, I hope to encourage others in our profession to take up the learning journey that is available in the palm of our hands.

References

Emblidge, M et al. (2009) Learning without Boundaries Virginia Department of Education, 2008-2009 Report. http://www.lwbva.org/LwB_Report_2008-09.pdf

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report. Austin, Texas: The New Media Consortium. 

Squire, K.  (2009). Mobile media learning: multiplicities of place. On the Horizon, 17(1), 70-80.  Retrieved September 11, 2010, from ProQuest Education Journals. (Document ID: 1636443441).

Tenkely, K (2010) iLearn Technology An edublog about integrating technology into the classroom. http://ilearntechnology.com/?cat=922