Thursday, February 3, 2011
Sunday, October 24, 2010
Aspirations and Transformations Through the use of Mobile Media by Karin
Technology is advancing on a daily basis and many students can’t seem to get enough of it. At the same time, students are disengaging from learning in classrooms. What steps do schools need to take to ensure students are kept interested in their learning and are being equipped with the skills they will need to be successful members of society?
Being both a teacher and teacher librarian, I see many ways in which integrating mobile media into my teaching can transform the way students learn. The role of a teacher librarian is also transforming and new tools need to be investigated to support the evolving role. I am excited to explore the possibilities mobile media have to offer but I also realise that I have many obstacles to face before I can put all of my ideas into practice. Funding and a resistance to change, tend to be the two biggest obstacles I have faced trying to implement mobile media at my school.
Supporting new ideas with research and evidence from other schools, has recently helped the ICT committee, which I am a part of, make new purchases. Recently, our school purchased 8 Nintendo DS. It took a few years to convince the school to make the purchase but the benefits of their use have been instantly acknowledged. These machines provide a variety of opportunities suited to the students’ individualised needs. They can be used as an extension activity, an opportunity for group or individualised work and as a way to perform ‘brain training’ exercises. Nintendo DS are so versatile that they can be used to assist with reading, problem-solving, puzzles, concentration and behaviour. As outlined by Derek Robertson, of Learning and Teaching Scotland(http://play.tm/news/16839/nintendo-ds-used-in-schools/), "Game-based learning can provide dynamic and culturally relevant contexts that engage, motivate and challenge today’s young learner." Students associate Nintendo DS with the games they play at home and are therefore keen to use the devices at school. I feel that the success I have had with using Nintendo DS in the classroom has inspired me to learn more about the benefits and challenges of using other mobile media, such as Ipods, Kindles and mobile phones, at school.
Our school’s library is very small and access to the internet is not provided. Currently there are 3 old computers for students to use and they frequently break down. There is limited space for more computers so I believe that the school needs to look at other possibilities to support the students’ needs. Unfortunately, I only work one day a week in the library and therefore find it difficult to initiate change as the other teacher librarian has run the library for over 20 years and few changes have occurred in that time. Many of the resources are out of date and students are unable to access anything but the library catalogue from the computers, when they are working. Students are not choosing to use the library to support them when working on assignments. I feel that if I could provide students with Ipads or Kindles to support them when performing research, they may begin to reconnect and transform their opinion of the relevance of the library. The library needs to look at supporting students by providing access to current information through the use of online journals and by providing mobile media that can access these resources. The limited space means that desk top computers are not suitable. Providing learning pathways and a list of suitable sites students can access from the mobile media, will support students in their search for suitable information. Students also enjoy learning from other students and experts around the world, which would become possible with wireless internet connection and Ipads.
The ICT budget is never big enough to support all the purchases the committee wishes to make, so I believe if real change is going to take place, administration and teachers of all year levels will need to analyse current uses of funding and make alterations to support a whole school priority of implementing mobile media resources to support the needs of the students. The students of today are accustomed to having instant access to information and resources and are finding it increasingly difficult to concentrate in classrooms where resources are not keeping up to date with those available to them outside of school. I believe it will be a while before the school is ready to accept the idea of using mobile phones at school but I will start my journey towards increasing the number of mobile media devices available to students at school by advocating for the implementation of more Nintendo DS and Kindles or Ipads for the library. I will present the idea to the administration team and the ICT committee by providing research on the benefits of their use in schools. I will also make information available to teachers in the staffroom so I can get more teachers interested and supportive of the idea. I feel the success of the Nintendo DS has begun to shift people’s views on mobile media and hopefully this will be reflected in the spending of school funds next year.
References
Guttridge, L. (2008). Nintendo DS used in schools: Scottish pupils benefit from DS learning. Play.tm. http://play.tm/news/16839/nintendo-ds-used-in-schools/
Thursday, October 14, 2010
The journey of hand held learning...
If schools as a centre of learning are to remain a core component of the 21st 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
Sunday, October 10, 2010
Online Resourse: Web 2.0 Timetoast by Mary
1. On-line Resource – also view clip produced by Mary
Web 2.0 tools – http://www.timetoast.com/
Why are these tools used so frequently and why are they gaining popularity among the new generation of technology?
· Easy to use
· Minimum skills required
· Easy access
· Mass recognition and fast popularity
Why is web2.0 so important to a student as an individual?
It is so because it offers the student-
· A user friendly environment in which the student has the opportunity to participate actively, create, criticize and contribute to its structure as well as conduct adequate research.
And take part in the discussions.
www.timetoast.com allows students to organize information in a meaningful and useful way. Kuhlthau (1987) found that students go through a number of different feelings as they proceed through the stages of research including;
· uncertainty, optimism, confusion, frustration, doubt, clarity, sense of direction, confidence, relief, and satisfaction or dissatisfaction.
Involving students in the selection, discernment and production process appears to increase students’ interest in the topic and provides more opportunities to interrogate the information being taught. Taylor, 1986 commented,
“technology produces vast amounts of information in a rapidly changing environment directly accessible to the end user”.
As teachers, the challenge is to find ways to manage the vast amount of information and utilise it in a way where students are able to develop skills as critical thinkers and learners. The www.timetoast.com tool is easily manipulated by students and teachers and serves a number of important functions for the user; therefore it is a welcomed tool in the classroom and blends well with material already used in schools.
Mobile media musings.... an iSchool initiative
In the You Tube video,Travis Allen, has posted his thoughts on creating a iSchool initiative (Mobile learning) campaign to transform schools in America with the use of the iPod Touch.
The video clip begins with his rather subjective view on how the educational system in America is on the decline, with massive budget cuts and an increase in class sizes, causing the demise of quality education. Travis Allen, foresees the future of education wholly within this device.
He advocates a school without books, pencils and photocopiers. “There is no need for text books or library books as you can use the classics- graphic book reader to digitally access any book you need.” He then goes on to explain the features available to transform learning to meet the needs of student's in the 21st century. By identifying key applications (apps) that could be used for many subjects eg: the scientific calculator, World wiki and Star Walk he explains this will save time and money for schools and students. All of these are particularly easy to use with the touch screen interface.
It is well recognised a majority of classrooms are stuck in the 20th century and are causing a lack of engagement with the learning outcomes. My greatest concern is that this man seems to have forgotten the underlying principles of schools to create well rounded informed citizens that will be active members of society. Whilst he is advocating a new style of learning he has forgotten the social and communication skills that he has developed through the traditional schooling system.
If schools were to take up the sole use of iPod Touches aren't we creating a 'dumber' society who only need to be able to navigate this device? How are we as teachers going to inspire student's to work things out for themselves and make new discoveries.
There is no doubt that mobile media devices and their use in schools needs to be considered if educators are to bridge the technology gap between outside of school and classroom practices. In order to engage our students we need to adjust our pedagogy and make use of these ubiquitous devices. If educators keep the use of these tools in perspective, so student's can't continually “cocoon” (Ito in Squire, 2009) themselves in their own world of micro activity, this will ensure communication and social skills in future generations.
References
Allen, T, iSchool initiative (Mobile learning) http://www.youtube.com/watch?v=68KgAcx_9jU
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).
Tuesday, October 5, 2010
Social Trends in Social Media
Relevant News Article
Trends for 2010 - David Armano - The Conversation - Harvard Business Review.mht C:\Documents and Settings\user\My Documents\CLN647 Youth Culture texts\Six Social Media Trends for 2010 - David Armano - The Conversation - Harvard Business Review.mht
“Social media begins to look less social by David Armano
With groups, lists and niche networks becoming more popular, networks could begin to feel more "exclusive." Not everyone can fit on someone's newly created Twitter list and as networks begin to fill with noise, it's likely that user behavior such as "hiding" the hyperactive updaters that appear in your Facebook news feed may become more common. Perhaps it's not actually less social, but it might seem that way as we all come to terms with getting value out of our networks — while filtering out the clutter.”
With groups, lists and niche networks becoming more popular, networks could begin to feel more "exclusive." Not everyone can fit on someone's newly created Twitter list and as networks begin to fill with noise, it's likely that user behavior such as "hiding" the hyperactive updaters that appear in your Facebook news feed may become more common. Perhaps it's not actually less social, but it might seem that way as we all come to terms with getting value out of our networks — while filtering out the clutter.”
The popularity and everyday use of the mobile is occurring because it is personally satisfying and it allows for instantaneous communication across various mediums. Social media sites such as MySpace, Facebook, or YouTube fight it out in a league to be the most popular social networking site and the user numbers are increasing exponentially in a seemingly effortless manner, as more and more age groups post their messages, photos and mundane aspect of their lives to be shared on these sites. Receiving messages from Facebook or twitter directly to your mobile device keeps people constantly connected and opens communication channels between users and groups.
Armano suggests that the over use of popular social networking sites such as Facebook and twitter is causing some people problems and they are being forced to block or hide users to control the amount of noise or constant messaging. This behaviour is seen as antisocial in cyberworld and possibly opposing the philosophy underpinning these sites. However, there does seem to be a trend that social networking sites peak in popularity and are usurped of their enviable position by an alternative site. This was certainly the case for MySpace last year. So if the users’ needs are not being adequately met they may make their sites more exclusive or their loyalty to that site may wane and they will possible look for an alternative site.
The increasing capacity and functionality of mobile devices will probably place even greater pressure on social networking sites and there is no doubt they are certainly a social phenomenon worth following.
Thursday, September 30, 2010
Mobile media learning: Multiplicities of place.
The purpose of this blog post is to outline Kurt Squire's thoughts and research on the use of mobile media applications within an educational context. Kurt Squire is an Assistant Professor in Educational Communications and Technology at the University of Wisconsin-Madison in the USA. This entry focuses particularly on his research paper “Mobile media learning: multiplicities of place”(2009)
This paper offers thoughtful insight into the possibilities and the challenges of mobile media learning and the re-framing of opportunities available as an educator in terms of 'anywhere anytime' learning(Schuler, 2009). Mobile media challenges the logic of multiplicity of place in traditional education. Squire identifies three reasons that mobile media devices challenge current practices. These are;
“1. the ubiquity of mobile media devices;2. how they allow users to personalise their learning; and3. how they remediate our experiences of place. (p. 71)
A new pedagogical approach is to match the reality of a constantly connected, “always on” information rich world in which students of today inhabit.
Squire introduces the significance of mobile media platforms by quoting Yahoo Technology, 2008 when 1 million Apple iPhones were sold in the first weekend of sales, making it the fastest selling consumer devices in history. With each generation there is a convergence of tools creating new all inclusive, powerful, ubiquitous and cheaper devices. Their existing applications include; voice and text communications, image and sound manipulation, productivity tools, apps(micro programs) cloud computing and gaming applications. Although there are still some concerns with mobile devices for use in schools eg; small screens, fragility and short battery life, there are benefits in terms of portability, social interactivity, connectivity, individuality and collaboration. Instead educators should “understand how to leverage these pervasive technologies for next generation learners (Wright, 2009., p3).”
Squire argues that for schools to address and incorporate these profound changes teachers need to recognise that students come to school with their own mobile media devices in their pockets. By not recognising this situation Squire describes it as:
“it is as if the teacher’s back is forever turned on an entire classroom’s worth of activity happening beneath the radar (p79).”
which only encourages students to conceal their “always on” networking and communication activities. Instead schools should be embracing the opportunities these devices afford as frequent and intergal tools that support the curriculum.
Squire reflects on the current social practices of youth and refers to earlier works of Ito and colleagues in Okabe et al., 2005, who identify this as “cocooning” and “camping” where the former allows youth to temporarily transform their environment around them and create their own micro-space of activity in effect shutting the world around them out. “Camping” on the other hand means that you can use any physical place and bring your own media to it creating a space that is personalised to you, blurring the lines of work and play. By controlling our surroundings we are able to effectively use mobile media devices create new hybrid spaces that are both inclusive of our private and public activities.
Squire,Shuler and Sandholtz(1997) all note the benefits of using mobile one-on-one devices to encourage learning in a real world context particularly where excursions or field trips are not possible due to regulations, policy or inaccessibility. They can also be useful for teachers to individualise engaging instruction for all students within the mandated curriculum. This could be very useful in adapting work to enable students to work at their own pace or develop a special interest beyond the curriculum guidelines.
Squire is particularly interested in the use of augmented reality(AR) games and cites several of his previous works conducted in conjunction with Klopfer(2008, 2007) investigating the potential of AR games for learning in schools. These games use mobile media devices to create virtual context layers over real life places which could be used for a historical or scientific simulation. Augmented reality games support active learning by encouraging students to ask deeper questions and engage in complex forms of academic reasoning and create a situation that is about engagement, interaction, pleasure and participation.
Mainstream gaming companies have already embraced the idea of games for learning such as the very successful Nintendo’s Brain Age and My Spanish Coach which uses simple drill and practice formulas, but designed as a game, is marketed as entertainment rather than self study or learning. Another example is the Pokemon game, designed to remediate the experience of beetle collecting into a personal experience, by not only carrying their beetle collection in their pockets, but an entire universe of creatures, rules, characters and capabilities. (p75)
Whilst the entertainment, news and other information/media industries have already adapted to this mobile media reality, but as educators, who have traditionally lived in a world where our leisure time and work time don’t co-exist find it is difficult to embrace the reality of the multiplicity of these tools and their use in a constantly connected mobile media world. By using mobile devices Squire suggests educational success for all students can be achieved particularly “for those who have mentally checked out long ago (p79)”.
Squire makes valid points on the use of mobile media to create a multiplicity of place within a learning environment, however it needs to be remembered that these devices are tools which alone are not sufficient for effective learning. By using them to remediate our sense of place this will help bridge the gap between school and home that the tech-savvy youth of today crave.
References
Shuler, C. (2009). Pockets of Potential: Using mobile technologies to promote children's learning. The Joan Ganz Cooney Centre, New York
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).
Click to view further research and a lecture conducted by Kurt Squire on 1/20/2009; Breaking The Walls Of The Classroom Whether We Like It Or Not: Multiplicities Of Place With Mobile Media
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