A top London headteacher today said blanket mobile phone bans are “doomed to failure” because children sneak secret phones into school. Stephen Lehec, head of Kingston Grammar School, argued that schools should instead teach children to use their smartphones responsibly. The school, where fees are £18,000 a year and whose former pupils include Olympic rowing gold medallist James Cracknell, allows students and staff to have their phones in lessons as long as they are on silent.
Nowadays people use mobile devices in different ways to make a profit. In this paper we present a literature review to know the use of the mobile devices as a learning tool, the factors that influence their use, and the advantages and disadvantages of the use of mobile applications that strengthen learning. Researchers seek to dispel doubts about the possibility of choosing mobile devices as tools for learning. As a result of this study it was found that the factors that influence the adoption of these tools are relevant, the advantages are really beneficial, and that students' academic performance can increase relatively.
Kim Flintoff's insight:
Nowadays people use mobile devices in different ways to make a profit. In this paper we present a literature review to know the use of the mobile devices as a learning tool, the factors that influence their use, and the advantages and disadvantages of the use of mobile applications that strengthen learning. Researchers seek to dispel doubts about the possibility of choosing mobile devices as tools for learning. As a result of this study it was found that the factors that influence the adoption of these tools are relevant, the advantages are really beneficial, and that students' academic performance can increase relatively.
As smartphones have become more common, educators have struggled with the question of what to do with smartphones in the classroom. For K-12 educators, the answer has been to ban smartphones from the classroom completely. College professors have also banned smartphones in increasing numbers. But now there’s some evidence to suggest that banning smartphones in the college classroom isn’t such a good idea.
A study conducted by researchers in Singapore found that undergraduate students who were allowed to keep their phones with them actually scored better on tasks that measured their cognitive functioning. Even when they weren’t allowed to use their phones, students who were allowed to keep their phones in their pockets performed better than students whose phones were confiscated.
In this case, researchers theorized that the poor performance by students without phones was due to a kind of smartphone withdrawal. When students had their phones taken away, they may have been anxious about missing out on something—a text message or friend request, for example. This anxiety could take students’ minds off of what they should be learning.
While I haven’t blogged in a while, I continue trawling through my RSS feeds, seeing more and more references to mobile learning, mlearning, performance support, ‘just-in-time’ and so many other terms that make sense in that context. Here are some interesting links I’ve come across recently, mostly about mobile learning and some about learning in general that I found interesting. Do note some of these link up to dated articles.
Interesting Mobile Learning links with referances to mlearning, performance support, ‘just-in-time, BYOD etc.
Use of mobile technology in the classroom is increasing at a remarkable rate and is the new normal at many schools.
Some teachers, however, are reluctant to incorporate into their teaching the variety of mobile apps and software available. Concerns range from fears of distraction to personal lack of knowledge on how the tech works, but these fears can be easily rectified, leading to a more inclusive and technologically advanced classroom that benefits students and teachers alike. Following are a few of the more prevalent concerns I've encountered - and my typical advice.
If the prediction by Gartner is anything to go by, a massive 70% of the mobile workforce will be using tablets by 2017. This statistic is enough for you to venture into the world of mobile learning if you haven’t yet. Mobile learning is learning through mobile devices such as Smartphones, iPads, and tablets. Delivering training to your mobile salesforce on their mobile devices to help them access information just-in-time is a boon. But every boon has a goon and in this case, there are not one, but three goons. Let’s see what they are and how you can combat these three goons to enjoy the boons!
With mobile usage on the rise, your team should make developing a mobile app for university students a high priority.
[Editor’s Note: This article was originally run on Optimal Partners Blog–a source of news and information for today’s higher ed IT staff and leadership. To read more, visit the blog at http://blog.optimal-partners.com/]
Mobile apps are meant to give your students a solution to a specific problem, for example, an app for dining services. The type of mobile app your team creates may vary depending upon your users’ needs. Regardless of what problem you’re trying to solve, here are a few key points that you should consider before you begin development.
When Associate Professor Stephanie Cole walks into her U.S. History Survey class at the University of Texas at Arlington, she faces about 150 students, each of whom carries a smartphone, laptop or tablet. Cole, in turn, uses PowerPoint slides and a screen. For 80 minutes twice a week, Cole and her students engage with each other, discussing concepts, asking and answering questions, giving and taking notes.
Her class, however, is more than a one-way lecture. Cole and her students are using Echo360's active learning platform, a system that combines lecture capture with student engagement, learner analytics and content management. With Echo360, students can use their mobile devices to ask questions anonymously, which is a boon for those reluctant to speak up. "I don't know if they're responding by laptop or by phone," she noted. "My guess is that smartphones are dominating. Probably less than a quarter of the students have laptops open, and tablets are in the minority."
In addition, the system allows Cole to take attendance, lead the discussion and field questions, note points of confusion and immediately intercede, and refine her instruction in real time.
Join Kim Flintoff (Learning Futures Advisor, Curtin University) as he shares his experience with the Mobile Learning Working Group, part of the EDUsummIT 2015 conference held in Bangkok.
We observed how and when students were using their digital devices in schools. They often weren't used, and when they were, students were sometimes just distracting themselves from learning.
In a recent Teacher article, two schools discussed their differing policies on mobile phone use during school hours. Here, we look at a range of studies that have explored the positives and negatives of allowing mobile phones to be used in class.
As Bring Your Own Device (BYOD) programs become more widespread, questions are being raised about the benefits of allowing students to actively use mobile phones as learning devices in school. Over the past decade, several studies have taken a closer look at student and educator perspectives on the issue.
Kim Flintoff's insight:
In a recent Teacher article, two schools discussed their differing policies on mobile phone use during school hours. Here, we look at a range of studies that have explored the positives and negatives of allowing mobile phones to be used in class. As Bring Your Own Device (BYOD) programs become more widespread, questions are being raised about the benefits of allowing students to actively use mobile phones as learning devices in school. Over the past decade, several studies have taken a closer look at student and educator perspectives on the issue.
An estimated 65.6 million people were forcibly displaced from their homes in 2016, and this number continues to rise. From 2000 to 2016, over 3.5 billion people worldwide were affected by natural disasters and humanitarian crises — and the scale of response required in these situations is placing increasing pressure on the humanitarian sector to find more effective and efficient ways of meeting the needs of affected populations.
For people and communities facing the reality of these humanitarian emergencies, mobile technology is a lifeline. Yet there are still a number of barriers to overcome in order to ensure that connectivity is available, accessible and impactful in humanitarian emergencies. Here are five ways mobile technology can transform humanitarian service delivery.
Kim Flintoff's insight:
"For people and communities facing the reality of these humanitarian emergencies, mobile technology is a lifeline. Yet there are still a number of barriers to overcome in order to ensure that connectivity is available, accessible and impactful in humanitarian emergencies. Here are five ways mobile technology can transform humanitarian service delivery."
New data from over a thousand different institutions provides a detailed snapshot of 2016’s college and university social media use.
If 2015 was the year colleges and universities began using social media like any other media-savvy millennial, 2016 is the year of refinement and targeted purpose. From a surge in ‘Pay to Play’ and post curation to new measures of determining success, higher education is becoming a social media leader.
The findings are part of a yearly report (currently in its seventh year) conducted by CASE, Huron Education, and mStoner, Inc.—written by Jennifer Mack, senior researcher at Huron Education and Michael Stoner, co-founder and president of mStoner—on higher education’s social media habits.
According to the 2016 report (slideshow is currently available), which received responses from over 1,100 CASE members in the U.S. and abroad (45 percent of respondents work in college and university Communications, 35 percent in Alumni Relations and the rest in other areas like Marketing and Admissions), social media advancement become incredibly refined in higher education.
Here are 5 differences in trends revealed in the 2016 report from the 2015 report:
From these basic facts, we can deduce three things:
1. Mobile devices of all kinds are growing in use and demand for these devices is strong – it in fact outstrips demand for desk-top devices.
2. Students are using these devices in large numbers – for many, laptops, smartphones and tablets are the devices used to read, search, connect and explore.
3. Learning will increasingly require use of, and access to, these devices, since blended learning and online learning are now the norms for how college and university students learn.
In this paper a brief review of the framework that addressed mobile learning implementation challenges (pedagogical, technological, policy and research) that was developed by Khaddage et al. (2015) is briefly discussed, followed by possible solutions that could be deployed to tackle those challenges. A unique approach is then applied to bridge the gap between formal and informal learning via MAT (Mobile Applications Technology). This approach is based on STEAM (Science, Technology, Engineering, Art and Mathematics) as subjects to be taught and the specific skills needed to achieve the RLOC (Required Learning Outcome) that can support student learning informally. This specific approach shows HOW to advance mobile learning in formal and informal settings.
To get content containing either thought or leadership enter:
To get content containing both thought and leadership enter:
To get content containing the expression thought leadership enter:
You can enter several keywords and you can refine them whenever you want. Our suggestion engine uses more signals but entering a few keywords here will rapidly give you great content to curate.
Your new post is loading...
Scoop.it!
