I Phones and I Pods in the 21st Century Classroom

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Managing mobile devices in the classroom DU is a laptop university meaning that all undergraduates are required to purchase a laptop when attending this university, and most graduate students own laptops.

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However, the presence of laptops and other mobile devices such as smart phones have caused a disturbance in the classroom. However, most instructors feel that laptop use is different. Technology Resource Teachers What is Blogging? A blog is a contraction of the term "Web log.

Entries are commonly displayed in reverse-chronological order. This list, presented in alphabetical order, has a nice mix of subjects and grade levels that teachers can use with their students.

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A decade ago, education websites mushroomed all over the Internet; today, it is educational mobile apps for smartphones and tablets that are championing the cause of boredom-free education. Mobile services are helping institutions break the monotony and reach out to students, and developers are finding ways of building apps that can function as a part of the classroom. Mobile Devices Transforming the Classroom For years, tablets have enriched our lives at work and at home, allowing us to stay connected and access information with unprecedented ease.

Mobile Learning Technologies for 21st Century Classrooms. Make Parents Your Partners: Shuler provided evidence from more than 25 handheld projects being conducted both in the United States and abroad, and examples drawn from interviews with research, policy, and industry experts of how those devices have the potential to transform teaching and learning in the near future.

They reveal the diverse nature of what is being undertaken by innovative individuals, organizations, and developers. One cannot help but be inspired by Project K-Nect , a two-year pilot program that began during the school year in North Carolina schools. At-risk grade 9 learners are using smartphones with Internet access to help raise their math achievement in algebra. Learners use the tools inside and outside the classroom, as they also have limited or no computer or Internet access at home. From the project video, one sees how smartphones have motivated learners and benefited at least one learner who found himself homeschooled but was still able to collaborate with his peers and use Internet resources to help learn to solve math problems.

State leaders, classroom teachers, administrators, students themselves, and at least one parent voiced the benefits to learning and developing social skills made possible because of the smartphones and to bridge the digital divide United States: The Geo-Historian Project at Kent State University in Ohio is an example of another project designed to bridge what goes on inside and outside of the classroom.

While still in its early stages, the project, also described on YouTube , will enable students to use mobile phones with video capturing capabilities, built-in GPS, and wireless Internet access to link classrooms with local historical landmarks, zoos, museums, and so on. Students will become video historians not just for the classroom but for the community, creating and sharing a living history of real people and real places. Tools such as Livecast will enable streaming video from mobile devices to selected Internet sites.

Learners are benefiting from accessing media on their iPods. Consider the value of streaming videos for middle and high school science learners on the YouTube channel from Nature , the international weekly journal of science, which Nature indicates can easily be uploaded to mobile devices.

Teaching with the iPod Touch - ETEC

Recalling that Pennsylvania bill, wouldn't a parent and teacher be extremely pleased to learn that on a long bus ride home from school, a student was motivated to get a jump start on homework by using an iPod to view any of those, or any other school content, rather than being loud and obnoxious? And really, what is wrong with listening to music or audio programming on a media player in this setting, if earphones are being used? Consider that the effectiveness of technology in general is only as good as its implementation.

Class iPods are loaded with "lessons enhanced with video clips, homework assignments, quizzes, videos, music, books on tape and more" for use in subjects he teaches, including English, math, social studies, and reading Forester, , para. Ultimately the technology helped his prior year's class "achieve some of the highest Idaho State Achievement Test scores in the state: Whittaker indicated he believes the technology helped level the playing field for those who did not have computers or Internet access at home and allowed his students to work at their own pace, reviewing lessons as needed for better understanding.

Educators are piloting iPod Shuffles at the high school in North Port, FL in hope that the devices will help increase the reading fluency of students involved with intensive reading classes. While reading assigned books in the library, students use the Shuffles to listen to the audiobook version. The Shuffle has no screen and is wearable. So far, the devices have received enthusiastic support. One learner stated that having something in her ears actually helps her to focus on what she is reading.

Media Specialist Kristi Alexander said she believes that if she can get students to like to read, their academic achievement will improve, and they will do better in their classes Gibson, Challenges As with the introduction of any innovation, there are challenges to implementing mobile devices.

Shuler pointed out the potential distraction, unethical behavior, physical health concerns, and data privacy issues. While there is a growing circle of those who see the potential of such devices, many parents and educators have legitimate concerns and believe cell phones have no place in schools. Assessment, pedagogy, and the design of such applications for education are hampered because of no widely accepted learning theory for mobile technologies. Such a theory relies on knowing answers to some fundamental questions, among which are the skills and forms of expression e.

There are concerns about access, cheating via text messaging, and sharing inappropriate content, and that cell phones provide an additional means for cyberbullying. There has been wide diversity among the mobile devices themselves in terms of available features and proprietary platforms, and designs are not always optimal for all learners owing to limited capabilities for text entry, small screen sizes, and limited battery life Shuler, , p. There's concern about the development of writing skills, as text messaging has given rise to abbreviations and text slang in writing.

This development is not surprising given that the devices are just too small and impractical for entering large amounts of text at one time as one might do quickly using a standard keyboard. Reading large amounts of text on small screens can cause eye strain Shuler, Many children do not have the dexterity to fully control mobile devices. As Anne Mangen at the Center for Reading Research at the University of Stavanger in Norway points out, manual dexterity is an issue owing to the need for constant scrolling, which also can be mentally and physically distracting.

Increased distraction makes content retention an issue. Couple this with numerous studies of screen reading, which have shown that we tend to scan text on screen pp. The industry is working to address technical issues. Advancements have been made in software applications for mobile phones, touch screens, and gestural input e. For example, educators can use Toolbook to create content for the Apple iPhone , Google Android , and other mobile devices.

Who would desire a ban on a cell phone equipped with software that would benefit the blind, dyslexic, struggling readers, learners of a second language, and learning disabled? In a joint venture with the National Federation of the Blind, Ray Kurzweil of Kurzweil Technologies directed development of the first cell phone that also reads out loud in multiple languages and displays on the screen what it is reading. Opportunities In the evolution of educational technology over the last century, we've seen challenges to the use of film, radio, television, computers, and now selected mobile devices.

In each case, the result is basically the same.

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It's not a matter of whether or not we should, but how best to leverage the innovation for learning. According to Shuler , "A national 'best practices' initiative to disseminate effective uses of mobile technology for education should be established with support from philanthropic and policy leaders" p.

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We should move away from schools providing all the hardware for student use and introduce ways to use mobile devices that students already own, the latter of which Prensky would agree with. Obviously for any initiatives to be effective, professional development from a teacher corps fluent in using such devices and their applications within a particular curriculum is essential. Bans on the presence of such devices in our nation's schools should be removed, at least gradually. Curriculum will need to include "mobile literacy," and acceptable use policies will need revision to establish appropriate behaviors associated with mobile devices and enforceable consequences for violations.