Transformations, Innovations and Pedagogies by Louise

Olinzock (2006) claims that often teachers fail to explore the connection between technology and pedagogy and that this affects its integration into the classroom. In order for technology to be used successfully in classrooms, teachers must consider how it will be incorporated at every stage alongside the development of learning objectives, instruction and assessment. He claims that many teachers see technology as an end in itself, that it should be used in classes so that student become competent in its use, whereas it should be seen from a broader view.

I am an ESL teacher, my experience has been primarily in private English colleges, where classes are comprised primarily of young adults. I myself am 25 years old, which places me at a similar age to many of my students. At the schools I have taught at, the use of technology from teachers and the schools has been next to none. Desktop computers are provided for students to use in the break times, but seldom utilised in class time and in the classes the only technology that exists is that brought by the students. Teachers, including myself, generally do not incorporate any form of technology into the classes.

In class some of the students utilise mobile devices. Many students use iPhones on which the have dictionary apps which they use in class. Other students still rely on paperback dictionaries. iPads are becoming increasingly common, but are more often a distraction than used productively. Outside of the classroom, some students use apps to memorise vocabulary, read online news and read ebooks. Sometimes this is very useful, but other times the apps that the students download are not very useful or of high quality. I have looked at some of the apps and think that students would be wasting their time using them. I think it based on the fact that there is no reliable system of review. For instance, I looked at one app about Australian slang, but I didn't know half of it and I have seen other vocabulary apps with spelling mistakes.

While I think it would be great to utilise mobile devices in the classroom to a greater extent, there exists a few problematising factors. First and foremost, not all students own these devices, primarily because not all students can afford to own them. In the ESL classroom there exists an apparent divide in wealth that is related to nationality. Some students have will own an iPhone and an iPad as well as various other electronic dictionaries and mobile gadgets, while other students may have only a very simple phone (ie. not a smart phone), no additional mobile devices and will use a paperback dictionary. A solution to this would be for schools to provide mobile devices such as iPads for classroom use. Although ideally students would each have their own device, I can see potential for in class use to be beneficial.

Lending programs, where students can borrow mobile devices such as iPods and iPads, allow students to take the devices home. In such cases the devices could be loaded with various applications and data that could be reviewed for homework. For example, students could use ebooks, read online newspapers or watch video clips that could then be discussed in class the following day. In class students could view video clips in groups, create group blogs, research online. (Stoll, 2011)

Haragdon (2008) explains how the role of teachers must change to adapt to teaching “digital natives”, whereas once teachers had to help students learn to look for information, but now in a time of information overload, teachers need to teach students to discern the good from the bad. The teacher is not so much the source, but the interpreter of knowledge. Students need to learn to be critical and analytical and this is what the teacher of “digital natives” must impart one them. For students to become critical agents is where the empowerment comes from. That said, I think the concept of “digital natives” and “digital immigrants” is too simplistic, as there are many highly competent users of technology who would not be considered too old to be “digital natives” and the inverse is also true. (Weis, 2002)

I am realising more that I can take this into my own hands. I think this has highlighted my resistance towards a change a more student-centred class, rather than one which is teacher-centred.

As I am 25 years of age, I would be considered a “digital native” although I still feel that my technological skills are somewhat lacking. I sometimes wonder how I have manage to use a computer for the majority of my life, yet still, so often not understand how it works. I think that it is important that I examine more closely the way in which students are already using mobile devices and furthermore investigate ways in which such devices could be incorporated into the learning lives of students both in and out of the classroom.

References

Hargadon, Steve (01/04/2008). "Teaching Digital Natives". Technology & learning , 28 (9), p. 52.

Olinzock, Anthony A (01/06/2006). "The Pedagogy of Technology Integration". The Journal of technology studies , 32 (2), p. 66

Stoll, Carolyn J (01/05/2011). "It's the Pedagogy, Stupid: Lessons from an iPad Lending Program". ELearn magazine , 2011 (5), p. 5

Weis, Tracey M (31/12/2002). "Digital technologies and pedagogies". Social justice (San Francisco, Calif.) , 29 (4), p. 153

Will mobile learning change language learning? by Louise

Kukulska-Hulme, Agnes (31/05/2009). "Will mobile learning change language learning?". ReCALL (Cambridge, England) , 21 (2), p. 157

With the widespread use of mobile devices combined with an increasing availability of wi-fi networks and 3G capable devices, learning, across many fields, is being transformed. This article focus primarily on language learning and how, especially, the mobility aspect, is changing and affecting language education. The article argues that mobile devices blur the boundary between or link formal and informal education. When students are in a classroom or in front of a computer, they are “stuck” in a fixed location, this limits their focus, but individuals can use mobile devices while walking down the street, while simultaneously chatting with their friends at a cafe. For language learners especially this flexibility can be very useful indeed. As language is need primarily to interact with the world around us being able to quickly access a learning tool in your pocket can help learners to engage with their surroundings. This has the potential to create dramatic change in the way in which people learning languages and also for the way in which they are taught. The article claims that focusing on the portability of the devices can lead to a new view of learning as one which is truly mobile; fluid and omnipresent. The paper asks the question as to degree of change that may occur.
Learning through the use of mobile devices is found by many to be enjoyable and as such their use has been shown to help to increase student achievement and also keep student's interested in their study. The wide variety of applications and uses of these devices means that differing learning styles and interests can be better catered for (Kukulska-Hulme et al., 2005). Many people are interested in how these devices can best be integrated into traditional classroom environments. Although there has been some resistance to this from some teachers as well as the broader community due to fears surrounding their usage. Although studies have shown that students feel are more likely to participate in classes when mobile devices are used (Corcoran, 2010) In addition to being used as a complement to formal education, mobile devices are also being used by other individuals as a means of self-education. In terms of language education, this might mean having a simple “phrase book” app on your phone to accompany you on your international holiday, or it could be used as an element in a broader goal of language acquisition, learning vocabulary on your way to work, or reading online news in a foreign language.
The article states that “mobile learning” is not a term with a broadly accepted definition, primarily due to the fact that it is a rapidly changing and diverse field. Mobile can define phones or more generally portable devices or it can even be taken to understood to mean the movement of learning through different spatial environments and possibly this is what is of importance, not the devices themselves.
There are several factors which influence mobile learning. Firstly, whether the device is owned or borrowed impacts the way that a device is used. Although many schools are implementing borrowing systems of mobile devices, studies have shown that they are more beneficial to learning when the students own them and as such can customise and feel familiar with them. Although, of course by allowing students to borrow these devices means that they are available to more students, not only those who can afford them. Secondly, if students have many devices they are likely to use them in different ways and finally what the primary purpose of the device is for, is it for work, study or play?
Whereas these concepts we once more separate, a laptop for study, a gameboy for play, the lines between work, play and study are becoming more blurred and many devices and applications now exist which are used for both entertainment and learning purposes. (Sharples, 2005) The article notes that students will use mobile devices regardless of whether or not teachers choose to utilise them in their classrooms. We are at an interesting crossroads in education as students often have more expertise in the use of mobile media, while teachers still hold the pedagogical expertise and as such it becomes a collaborative effort between teachers and students to incorporate them into classroom learning and also see how they can be used across formal and informal situations.
Shield and Kukulska-Hulme (2008) state that mobile devices are useful for language learning as they assist the person at the point of need. Alongside the use of apps, text messaging is another way that students can be helped with their language acquisition. Teachers and students may send and receive text messages to give and receive assistance. In my only language learning I have found the use of text messaging to be really helpful in my language acquisition. They also add the mobile learning is primarily student-centred and it is the learners who have control over what they are learning. In my own experience of language learning I use mobile devices all the time. I am learning Spanish and I have some Spanish-speaking friends who are learning English, so we exchange text messages, sometimes in English and other times in Spanish, and this has been really beneficial to me, it is using language in a real-life context, for real communication purposes and it is something I can do anywhere, everyday. Another way in which I use, in this case, my iPod to learn language is to search online for the lyrics to Spanish songs, save them in my “notes” and then follow them as I listen to the music. When I am having (or trying to have) conversations in the language I am learning, I can pause and quickly use a dictionary to find the definition for the word I need. In interactions where myself and the person I am talking with do not share the same first language, we can use dictionary apps, we can access the Internet to find images to represent what we want to communicate.
The article examines various methods of “rewards” for improvement in language ability and what motivates different students. One example they give is www.freerice.com which is connected to the World Food Program, the concept here is improve your vocabulary and feed the world's hungry.



References

Corcoran, Olivia (01/04/2010). "Using Mobile Phones to Increase Classroom Interaction". Journal of educational multimedia and hypermedia , 19 (2), p. 147

Kukulska-Hulme, A. and Traxler, J. (eds.) (2005) Mobile Learning: A Handbook for Educators

and Trainers. London: Routledge.

Kukulska-Hulme, A. and Shield, L. (2008) An Overview of Mobile Assisted Language Learning: from content delivery to supported collaboration and interaction. ReCALL, 20(3): 249–252.

Kukulska-Hulme, Agnes (31/05/2009). "Will mobile learning change language learning?". ReCALL (Cambridge, England) , 21 (2), p. 157

Sharples, M. (2005). Learning As Conversation: Transforming Education in the Mobile Age.

In Proceedings of Conference on Seeing, Understanding, Learning in the Mobile Age

(pp. 147-152). Budapest, Hungary. 

Techno-illusionist : Marco Tempest by Louise

This video from TED talks shows a performance by magician or "techno-illusionist" Marco Tempest. What sets Tempest apart from other magicians is his use of technology to create illusions. Here in this performance he uses three iPhones to tell a story about his "favourite topic" deception.

His performance uses an app that he has created which synchronises video over three iPhones to create art and magic through the use of multimedia. His performance connects art and magic with quotations from great magicians and writers to create a narrative connecting the illusions and deceit we experience with magic with the that which occurs in our lives each day. Altogether this makes for a beautiful and inspiring display of skill and technological accomplishment. Tempest claims that what he does is “to blur the lines between technology and traditional magic, mixing the incredibly real and the incredibly unreal” His work also incorporates poetic elements. I especially love the phrase he concludes with: "Art is a deception that creates real emotions - a lie that creates a truth. And when you give yourself over to that deception, it becomes magic."

The app used in this performance is called "MultiVid" (available from the AppStore: http://itunes.apple.com/au/app/multivid/id329179990?mt=8) It is available for use with iPhones, iPods and iPads. It is designed so that users can synchronise videos across a number of mobile devices. It can also be connected to device to a larger screen in order to utilise LCD or projection screens. The screens can be controlled either by one of the devices or a computer.

Marco Tempest has developed other software and multimedia which he uses to create performance pieces which fuse art with magic. Although he has had a long career blending magic with technology, in the past few years he has begun to utilise and create new “augmented reality” technology which uses tracking and mapping systems to create illusions and art installations.

In this clip Tempest explains in brief how some of his devices work to create illusions:

One more thing, Siri will replace Education by Louise

http://bigthink.com/ideas/40578?page=all

"I believe, Siri has the potential to change some corner stones in society and that Siri or software like Siri will have a huge impact on education and how people learn. Or better, what people are going to learn at all."

The latest iPhone, the iPhone 4S, comes not with a new design, but with new software. Siri, an electronic personal assistant, is voice activated and is linked into several databases allowing her to answer any question you might throw her way.

This article poses the question of what Siri and similar developments might mean for education and the way in which people learn. The exact impact at this point can only be imagined, but we read here a number of possibilities about the effects of the new software.

Siri's voice activation software is far superior to past incarnations which required the use of specified voice commands, whereas Siri will respond to natural questions. This ease of use obviously will have implications for how widespread the use of the software will be and if it lives up to the hype, users will be provided quickly and easily with the answers they desire.

In terms of education, shat implications does such software have for the role of teachers? Are students still going to ask their teachers questions if they can ask a hand-held device? And one that has more answers at that! As young people grow up in a culture of technology, many feel more comfortable in dealing with technology than with people, so for many a “conversation” with Siri may be preferable to asking questions of their friends, family and teachers. The skill sets that learners will have may also diminish as the use of the software increases.

But Siri raises perhaps more concerning questions about where the information is coming from, from which sources does she take her information and who is in control of these. If great numbers of people are relying on the same device to receive the majority of their information, concerns regarding censorship and control arise and it could become problematic to say the least.

Are You Ready for Mobile Learning? by Karen D

Link: http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AreYouReadyforMobileLearning/157455

This article, Are You Ready for Mobile Learning?, looks at mobile devices and how they have impacted on mainstream culture and then focuses in to examine how these devices will impact on education circles. The question of whether students and teachers are actually ready for mobile learning and teaching is explored through looking at the positives and negatives of these devices in education and examining their potential.

Mobile devices have been steadily growing in quantity, quality and scope over the last decade. Latest figures released by ACMA show that there is more than one mobile phone for every Australian citizen which is an enormous amount of devices. These records are for mobile phones alone so if other mobile devices such as PDA’s, ipods, MP3s, eBook readers, tablets and laptops are included in the statistics the number would be truly staggering. As they took such a hold on mainstream culture, it was just a matter of time before their potential for education would be examined.

Mobile devices offer opportunities that are unique. In the past teachers and teaching has been confined to set hours and set places for learning. Mobile devices change this static nature of education and enables users to adopt an “anywhere, anytime” attitude towards learning. The flexibility and freedom that can be obtained from mobile devices can only truly be used to its fullest potential if a shift in teaching and learning practices occurs. The pedagogical implications of mobile learning will be that teachers will have to look at changing from “being transmitters of knowledge to facilitators of learning.” ( Corbeil & Valders-Corbeil, 2007) The reality of this for teacher is that rather than looking at whole class lessons which are teacher centred, the learning will become more focussed on personal, collaborative and longer term learning journeys. Knowledge can be accessed from many different sources so teachers, rather than dispensing knowledge, will need to focus on how students locate, evaluate and use information. To enable teachers to keep up with both the changing pedagogical practices as well as the rapid advances in technology, teachers will need to arm themselves with new strategies, adaptive techniques and willingness to capitalise on the potentials that technology offers. Schuler (2009) supports this with the belief that education needs to be constantly reinventing itself in order to match student involvement and achievement with developing advancements in technology.

Mobile devices do offer many potential benefits to education. These include the anywhere, anytime access to content, increased interaction, ability to review or obtain necessary information quickly. They can also enhance student centred learning and support personalised learning at the student’s level. There are many benefits to be gained from the ability to access information and communicate quickly and easily, anywhere and anytime. These benefits however are tempered by the challenges that could be encountered. These include problems such as cheating, feelings of isolation, a growing gap between tech savvy students (and for that matter, teachers) and those who are not, as well as difficulty with enabling access to up to date and compatible programs. If the potential benefits are realised and the challenges minimised it is predicted that there will be major implications for teaching and learning created by mobile learning.

Predictions of future trends in learning created by mobile learning focused on learning becoming more learner centred, involve learners in connecting with resources and people, creating and publishing of digital media demonstrating their learning and reflections and a focus on increased collaboration. Interestingly, in the four years since this paper was published all of these predictions have started to become more evident in everyday teaching and learning practices.

These learning trends also bring questions that need to be asked about potential pedagogical issues and implications for mobile learning. Some of the questions that Corbeil & Valdes-Corbeil (2007)posed for reflection are:
Will the quality of the instructional content be improved, enhanced, or downgraded by transferring to a mobile-compatible format?
What types of resistance to change will faculty and students experience?
How will the instructor's role change?

These and other questions posed by mobile learning will need to be considered as the implications could be far-reaching.

So, are we ready for mobile learning? The authors believe that there will be “evolutionary rather than revolutionary changes.” In other words, educators and learners will adopt and adapt as interests, new technologies and new methods emerge and evolve. This will need to be a continuous and deliberate process in order to keep education current, engaging and relevant to students.

While I found this paper interesting and thought provoking in terms of reflection on pedagogical issues, I felt that it left out several major implications that could also impact on the educational potential of mobile learning. The authors talked a lot about a gap widening between students who are tech-savvy and those who are not. I believe that the technical use of devices is of far less concern than the impact that lack of information literacy skills would have not only on education but on being a successful lifelong learner. Students with information literacy skills have the ability to locate, evaluate and use information effectively and being information literate is a "basic survival skill for those who wish to be successful members of the 21st century." (Learning for the Future, 2001, p2) It would not matter if they can connect to information anywhere, anytime if the skill base did not exist to deal with this information effectively.

Another issue that needed to be addressed in this paper is cyber safety and the issues involved with students being able to access the internet anywhere and anytime. Strong boundaries and guidelines will need to be established and students educated in these. Issues involving cyber bullying, privacy of personal information, inappropriate content, copyright issues and online safety will increase in line with the growth of mobile device usage, the interconnectedness of students and increases in interaction with the internet. Rather than banning these devices, careful reflection on procedures and policies to deal with cyber- safety issues will assist in their safe use.

The authors of this paper believe that “the implications of mobile learning are far-reaching, and its potential effect on education profound” (2007) I agree with this statement but suggest that in order to make sure that these implications and effects are positive careful thought will need to be given to how and why they are used in educational settings and how teachers can best adapt their pedagogical practices to maximise the potential learning benefits offered by mobile devices. “Are we ready for mobile learning?” is the wrong question to be asking. It is here whether we are ready or not. I believe that instead we should be asking “How can I make mobile learning effective, successful and safe?”





ACMA. (2008, April 28). Number of mobile phones now exceeds australia’s population. Retrieved from http://www.acma.gov.au/WEB/STANDARD.PC/pc=PC_311135

Corbeil, J., & Valders-Corbeil, M. (2007). Are you ready for mobile learning?. educause Quarterly, 30(2), Retrieved October 12, 2011 from http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/AreYouReadyforMobileLearning/157455

Learning for the Future : Developing Information Services in Schools. (2001). Australia: Curriculum Corporation

Shuler, C. (2009). Pockets of Potential:Using Mobile Technologies to Promote Children’s Learning.New York:The Joan Ganz Cooney Center at Sesame Workshop

A Learning Journey by Karen D

In the digital, interconnected world of the 21 st century, educational researchers all over the world are calling for a radical change in the educational system in order to prepare learners for living and thriving in this Information Age. The challenge for developing lifelong learners in these 21 st century schools is "to educate children for living and working in an information rich technological environment." Kulthau et. al. (2007, p.2)

Educators such as Greg Whitby are calling for huge changes to the way that we view teaching and learning. Whitby, in his video “21st century Pedagogy”, talks about teaching methods that were developed in the Industrial Era are so deeply entrenched that they have become part of teachers DNA. Whitby, and others, have called for a radical departure from traditional methods and a new DNA for teaching and learning in the 21st century.

As a part of a team that is focused in eLearning and works with teachers to integrate ICT into the curriculum, I have a special interest in this area. I started on my own teaching revolution many years ago and was instantly hooked; not by the technology itself, but by the way the students engaged and responded to the technology. I could see the benefits of entwining the wonderful world of technology into my teaching toolbox. It has been an interesting reflection to look back at my own journey and also to reflect on the learning journeys of my peers. I have noticed that whatever the technological tool that is being employed there are some fundamental changes that need to happen in long held beliefs and attitudes in order for technology to used effectively.

I believe that attitude plays a major role in whether technology is embraced or not. Some people seem to fear the ever changing world of technology, give up at the first hurdle and have as little to do with this world as possible. Yet other people jump right in boots and all, don’t give up when they face a challenge and look for ways to adapt and integrate their teaching to encompass technology. Personally, I don’t agree with Prensky’s digital native, digital immigrant philosophy as I have seen 10 year old students who are blockers and 65 year olds who have fully embraced and are comfortable in the world of technology. I firmly believe it is the way you look at technology that determines whether you see it as a world of amazing potential or as a world of endless problems. I try to promote positive attitudes with good examples and ideas, support and networking and by trying to model 21st century teaching practices.

It is interesting to watch the evolution of this integration of ICT into the curriculum in both myself and others. I have found that people generally wander along the same pathway, although some do travel it a bit faster than others. This pathway is a journey from using traditional practices to more transformative practices. It begins where the teacher is the holder of information who gradually dispenses this in small blocks to the students. Once a teacher starts to integrate technology into the classroom curriculum it seems there is quite a time is spent where lessons are still teacher directed and led with students following prescribed and scaffolded steps but sometimes using technology to research or represent learning. I can remember being in this stage myself for quite a long time although I didn’t realise it at the time! Then the journey gradually moves to where teachers can see the transformative power of the technology whereby it can enable students to truly engage with the information, communicate and collaborate with experts and their peers, become a global citizen, a creator and a reviewer.

In order to move along this pathway I think that there are two main beliefs that I needed to challenge in order to use technology as a teaching and learning tool that has the potential to transform learning. I think these beliefs are common to a lot of teachers. The first belief is that the teacher needs to be the constructor and controller of the lesson. I think that once the teacher starts to move from the front of the room and foster a culture of independence, reflection, peer tutoring, student directed learning, co-construction and facilitation then they will find that students become more engaged with the learning. This is not to say that teacher led lessons do not have their place. I believe there will always be a place for teacher led, scaffolded, direct teaching lessons. There is however a need to develop independence in learning, critical and reflective thinking and self-motivated learning in order to be a successful citizen in the 21st century. Classes where the teacher is always in control will not be able to foster these skills and will generally not engage with technology effectively and will always remain closeted within the four walls of the classroom when learning could be anywhere, anytime.

The other entrenched belief that needs to be challenged is that the teacher is the holder of knowledge. In the Information Age anyone with the right skills can access information and what is considered knowledge is ever changing. As Siemens (2006) states “ Our conceptual view of knowledge as static, organised and defined by experts is in the process of being replaced by a more dynamic and multi-faceted view.” Knowledge is no longer viewed as being unmoving with definite boundaries, now it is seen as being fluid, ever evolving and interconnected. In our interconnected world, knowledge is easily accessed and shared and the teacher no longer holds the knowledge. This is where information literacy becomes such an important facet of learning. Effective learners are information literate; in other words they have the ability to locate, process and use information effectively. This is emphasised in Learning for the Future (2001, p2) with the statement that being information literate is the "basic survival skill for those who wish to be successful members of the 21st century." Being information literacy experts there is a strategic place for teacher-librarians in being at the fore front of developing students who are equipped to deal with the 21st century.

References

Kuhlthau,   C., Maniotes, L.,   &   Caspari, A.   (2007).    Guided Inquiry: Learning in the 21 st Century.    Westport: Libraries Unlimited. Retrieved August 8, 2010 from http://cissl.rutgers.edu/guided_inquiry/introduction.html

Learning for the Future : Developing Information Services in Schools. (2001). Australia: Curriculum Corporation

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), Retrieved from http://www.albertomattiacci.it/docs/did/Digital_Natives_Digital_Immigrants.pdf

Siemens, G. (2006). Knowing knowledge. USA: Retrieved from http://books.google.com.au/books?id=Pj41TomgKXYC&lpg=PP1&dq=george siemens knowing knowledge&pg=PP1

Whitby, G. (Producer). (2007). 21st century pedagogy. [Web Video]. Retrieved from http://www.youtube.com/watch?v=l72UFXqa8ZU

Newspaper Article Review by Karen D

Mobile Phones: time for an attitude shift?

Review of article http://news.smh.com.au/breaking-news-national/mobile-phone-licence-mooted-for-qld-kids-20111021-1mc06.html

The mobile phone debate has been raging in education ever since mobile phones have become a regular part of communication. On one side of the fence sits the ‘ban the mobile’ proponents who argue that mobile phone use interrupts learning, can promote cyber bullying and could be used inappropriately. (Brooks-Young, 2010, p17) On the other side of the fence sits the ‘use the tool’ proponents who view the mobile phone as a powerful tool that can be used effectively in education.

In 2009, an article appeared in The Brisbane Times (Hanna, 2009) urging teachers to rethink mobile phone bans. The article quoted Aidan McCarthy, who was a key note speaker at a forum on technology in education, as saying that schools that just banned mobile phones are not providing students with a 21st century education. He believes that

teachers need to reassess what it means to be a teacher today and to change the way they view mobile phones. McCarthy conceded, however, that there needed to be rules governing their usage.

This need for guidelines governing mobile usage in schools was in the news again recently with the recommendation by Dr Michael Carr- Gregg that students will have to get a “license” to take mobile phones to school. Dr Carr-Gregg was reported, in The Sydney Morning Herald on October 24th, 2011, as comparing mobile phones to cars in that students need to obtain a level of proficiency to avoid accidents and avoid breaking the law. His suggestion is that students sit a test that demonstrates whether they have the required level of understanding of the laws and implications of cyber-bullying.

On the surface it could be assumed that Dr Carr-Gregg is aligning with the banning argument however if a deeper look is taken it could be said that by stressing the need for education for safe and ethical mobile use rather than an outright ban, Dr Carr-Gregg can see the potential benefit for mobile phones in education.

These benefits can be wide reaching according to a 2009 study reported by Elizabeth Hartnell-Young and Nadja Heym which found that there were many educational benefits to adopting mobile phone use in education including increased communication, increased levels of autonomy and using the phone functions to aid learning. The study found however that attitudes need to change as there is a focus on the negative issues that may arise from use. The authors state there needs to be a shift of focus from the tool (mobile phones) to the behaviour and look at ways to address these behaviours through strong policy and guidance rather than blaming the tool. This appears to be similar to Dr Carr-Greggs approach. Brooks-Young ( 2010, p.18) also reiterates this stance by saying that we need to establish digital literacy and etiquette standards and educate students in these. Perhaps it is time for an attitude shift away from viewing the mobile phone as a tool that could create issues to seeing it as a tool that has great potential with the consideration that users need education in the boundaries, etiquette and skills that come with the use of this technology.

AAP. (2011, October 21). Mobile phone 'licence' mooted for qld kids . Sydney Morning Herald. Retrieved from http://news.smh.com.au/breaking-news-national/mobile-phone-licence-mooted-for-qld-kids-20111021-1mc06.html

Brooks-Young, U. (2010). Teaching with the tools kids really use, learning with web and mobile technologies. Corwin Press .Retrieved October 20, 2011 from http://books.google.com.au/books?id=RdRBS9bC-oUC&printsec=frontcover&dq=inauthor:%22Susan+Brooks-Young%22&hl=en&ei=l2ilToygOe6ImQWVlJSgCQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDcQ6AEwAQ#v=onepage&q&f=false

Hanna, C. (2009, June 24). Teachers urged to rethink mobile phone ban . Brisbane Times. Retrieved from http://www.brisbanetimes.com.au/technology/teachers-urged-to-rethink-mobile-phone-ban-20090623-cv80.html

Hartnell-Young, E., & Heym, N. (2009). Mobile phones and student learning in secondary schools. Curriculum Leadership, 7(26), Retrieved from http://www.curriculum.edu.au/leader/mobile_phones_and_student_learning_in_secondary_sc,28526.html?issueID=11897