Journal Review (Lisa)
Pockets of Potential
Pockets of Potential
This paper, titled “Pockets of Potential”, discusses the expanding use of mobile technologies to promote children’s learning.The pocket concept is depicted in the mobile phone’s compactness, accessibility, transportability and comparatively low cost to its computer-based counterparts.Its potential is characterised by the versatility of educational uses for student engagement, instruction, application, presentation and collaboration.
For student involvement and achievement to match the advancements that a developing world offers, education needs to be constantly reinventing itself.One such way is to put mobile technologies such as cell phones, iPod devices and portable gaming platforms into the pockets of children worldwide.
In Shuler’s report an inventory of more than 25 handheld learning projects from both US and non US countries is compiled. The proponents of mobile learning are interviewed to make a strong case for strategic investment in mobile learning.The examples present a diverse range of devices and uses for mobile learning, but currently the educational approach is fragmented.There is a need for a more universal acceptance of this developing initiative in schools.
Shuler’s study highlights five key opportunities in mobile learning.The first opportunity enables the encouragement of ‘anywhere, anytime’ learning.This is because mobile devices allow students to gather, access and process information from outside the classroom.Students can make connections between in and out of school and do so on demand and in their own time.Mobile devices also allow children the opportunity to maintain access to peer groups when not in direct physical contact (Pearson, 2007).
Another opportunity in mobile learning is that it can be accessed by children from all socioeconomic strands because of the low cost and high availability of handheld devices.Cellular networks are cheaper to provide to more remote and underdeveloped locations than the communication infrastructure needed for computer networks.
The third opportunity is that mobile learning assists in improving 21st century social interactions.The image of one child focused on a small screen does not conjure up thoughts of interaction.On the contrary, the gap between virtual and physical collaboration is closed by the proper use of mobile technologies.This is particularly evident in the use of multi-player games, augmented reality games and participatory simulations.Children can communicate through conversation, texting, email and social networking applications with both peers and teachers (Shuler, 2009).
Mobile learning devices are well-matched to a child’s varied learning environments, both in and out of the classroom.Most children already have a sound working relationship with mobile devices and because of their portability they can easily be brought into the classroom.Finally, mobile learning provides multiple opportunities for differentiated instruction and individualised learning.
Shuler, 2009, acknowledges that along with the potential that mobile learning devices offer, there are also difficult social, technological and resource concerns.This study identifies five key challenges in mobile learning.
The first challenge is the negative attitude of educators and parents towards to mobile learning.Serious concerns about how difficult it may be to monitor inappropriate content or to control “cyber bullying” have been expressed.Other concerns include the likelihood that these devices can cause distraction and other harmful behaviours, a growing acceptance of texting language and data privacy issues.
The second challenge is that the general public are not yet convinced of the potential of mobile devices as an educational tool.Many are just embracing the educational potential of the digital media forms of internet, computer programs and CD ROMs.Similarly, they have never been introduced to a learning theory that purports mobile devices as a potential learning and teaching tool.
Other negative aspects of mobile learning are that current mobile technologies are not standardised in their capabilities, nor are they all designed in a manner that best suits a young learner.Physical aspects such as restricted text entry, small screen size and limited battery life may prevent an optimal learning experience.
The paper also outlines several innovations in the mobile market that continue to reduce the size and price of mobile phones whilst simultaneously increasing their power and functionality.This market update suggests that mobile phones could have an even greater impact on children’s learning in the future.
Shuler’s paper presents five goals for mobile learning.The first goal is to learn, which establishes mobile learning as a unique element of education reform (Shuler, 2009).The concept of ‘mobile kids’ who are very rarely offline needs to be understood and new educational theories and models developed to match their particular needs.Such theories and models should not just be “mobile versions” of established approaches.Mobile technologies offer unique learning opportunities and should employ their own unique designs.
The second element is to develop, which further emphasises the uniqueness of mobile learning.This goal stresses the need for industry to discern what is special about mobile devices, counter the disadvantages, keep abreast of rapidly evolving hardware and create development tools that best suit educators.These developmental goals would serve to encourage greater educational use of mobile learning devices.
The third goal is to promote the potential of mobile devices for learning. Promotion can be achieved by engaging the public to view these devices as more than a means of communication and entertainment (Shuler, 2009).The public needs to be made aware of the positive potential of mobile phones and be enlightened with well-evidenced and regulated information about mobile learning.
The fourth goal of preparing teachers and learners to incorporate mobile technologies is a priority.Often the greater contribution when incorporating technology into education is the purchasing of the technology, rather than training teachers and learners how to use it.Shuler 2009 writes that teachers cannot teach with devices they do not understand.They need to be provided with methodologies for ways to incorporate mobile technologies into the curriculum.
The final goal for mobile learning is to stimulate.This can be achieved by placing a national priority on examining how mobile technologies can advance children’s learning.
Shuler’s paper provides a detailed account of the key opportunities for mobile learning and extensively outlines the key challenges.It is difficult for many who may lack knowledge or experience of mobile learning technology to appreciate the educational potential that such technology offers.However, Shuler presents mobile technologies as “pockets of educational potential” which is supported by market trends, industry’s mobile innovations and social and cultural norm changes.
References
Pearson, C. (2010). Mobile learning in education – what to consider.Retrieved September 15, 2011, from http://learningdigitally.org/blog/archives/377
Shuler, C. (2009). Pockets of Potential:Using Mobile Technologies to Promote Children’s Learning.New York:The Joan Ganz Cooney Center at Sesame Workshop
Karen F commented -
ReplyDeleteI agree that for our students to compete in the world as it is today education needs to reinvent itself and mobile technologies is one way to start this process. I don’t necessarily believe that mobile learning can be accessed by children from all socioeconomic strands due to there low cost and high availability of mobile devices. There are many students at my school who do not have basic mobile phones due to initial cost and ongoing costs. Although I agree that schools in these types of areas are more able to afford these devices so students will get exposed to them at school at least.
One of the biggest challenges that my school is facing at the moment is the first challenge identified in the report – the negative attitude of educators and parents towards mobile learning. It is a small school with long term staff members. Convincing some people of the need to keep up in the world is proving to be a challenge for some. The first thing many educators say is “I will start using mobile devices when you give me time off to learn how to use them”. It is a struggle to get them to take on new technologies and get in and use them in their classrooms.
Comment by Karen D
ReplyDeleteI agree, pockets of potential they are indeed! I believe that one of the most powerful benefits of mobile devices is not so much the anytime but the anywhere factor. Using devices that are transportable and wireless means that learning situations become more flexible and fluid. Learning can be accentuated by the ability to connect with the internet or use applications in situ; on the oval, on an excursion, outside the classroom, next to the ants nest.....anywhere!
We have recently had a new wireless system installed and the students use laptops. The laptops and the furniture are movable and that is exactly what happens. Students who are working on the same project or interest will move together, assist each other with problems, collaborate and celebrate. When I have a focused teaching session students needing assistance will move their laptops to the IWB for the workshop and then move to their own area to continue independently. This style of learning was initially a challenge as both the students and I had to adapt our teaching and learning practices to obtain the best results. However, now we are finding many benefits to being so mobile and connected.This article made me even more resolute to become a mobile teacher....anywhere, anytime!
I think that the increasing connection between educational content in game format is really exciting.
ReplyDeleteFor the most part I feel the touch-screen technologies are very user friendly and what students, children and adults learn when using such devices can be used in conjunction with more traditional forms of learning. In many cases applications could be used as a supplement or complement to what students are learning in their classes and of course the extreme portability of these devices means that they can easily expand their knowledge by utilising their time that may otherwise be left begging, such as on the bus home from school.
I have a three-year-old daughter and for the most part she has no problem navigating iPods, iPhones and iPads, which I have found amazing to watch. I have seen her use an app and then use the knowledge elsewhere. For example, on our iPad we have an app called iWriteWords (http://itunes.apple.com/us/app/iwritewords-lite/id308152258?mt=8), where the child traces the letters with their fingers to form a word. She has been able to use this program since she was two and she will use the program, but then later will use a pencil to write the letters and numbers she has learnt without me prompting or guiding her. It has also helped her to recognise and pronounce sounds. Many apps are enjoyable and children can learn easily as they feel they playing a game so it is free of the stress or pressure that may be present in other forms of classroom instruction.