Mobile Learning SIG Blog Feed

Going Paperless Caution

Thu, 19 May 2011 03:39:32 GMT

I recently surveyed over 50 teachers who are teaching in a 1-to-1 laptop program grades 6 - 12. I posed many questions about their feelings with regard to the technology they have available in their classrooms, which includes interactive whiteboards and student laptops, a projector, etc. Not surprisingly, 90% of the teachers felt like they had all of the technology they needed in their classrooms. Most teachers appreciated having the student laptops as well with only 12% of teachers felt that teaching with technology takes more time than it is worth. However, I also asked a question about going paperless as follows:

A paperless classroom is possible in my teaching future

This item generated quite a bit of buzz from the teachers. Nearly 35% of teachers disagreed with this statement and another 14% strongly disagreed. That's about one half of respondents who do not believe a paperless classroom is possible while they are teaching. And these are teachers who are potentially using computers and having students use computers daily. Thirty percent of teachers felt like a paperless classroom is possible now or in the future with 22% indicating that they are unsure.

I later had a generic item on the survey to allow respondents a chance to provide feedback. Many of the responses targeted the paperless item on the survey even though this was an open-ended item. And the responses seemed to suggest that even though a fully paperless classroom may not be possible, some teachers noted that they have greatly reduced their use of paper anyway. Some teachers expressed frustration with the fact that standardized tests are still largely paper assessments. Other teachers noted that equation editors are still too slow to replace doing math on paper, but that they're hopeful for technology to improve, etc. And yet more teachers noted that they are frustrated in still having paper-based textbooks.

The paperless textbook comments reminded me of a session I attended recently at the 2011 Council for Exceptional Children Convention and Expo in Washington D.C. In fact, I had the good fortune to share a session time with Dr. Cynthia Okolo of Michigan State Universiy. I mention this because she was presenting on her research around digital text. Preliminary findings from her research suggests that students with disabilities in reading do not benefit from digitally based text. The assumption is that these students with reading disabilities would benefit from digital text more than paper-based text because the digital text has extra functionality (e.g., text-to-speech, providing a definition, linking to a wiki-based page or a multimedia version of the text, providing related links, etc.). While the digital text can do all of these things, Dr. Okolo's group is finding that digital text is no more beneficial than traditional paper-based text. However, she did note that students prefer digitally based text.

The implication from this research is that maybe the rush to digitize text and make more text accessible has erroneously assumed that students know how to take advantage of the enhanced features that come with digital versions. Students should explicitly be taught strategies for using digital texts and teachers should model these strategies as they move more paperless in a 1-to-1 computing environment.

Addressing Ed Tech Standards in the Classroom

Thu, 03 Mar 2011 03:03:57 GMT

For the past 2 years, I've been working with a school district that has adopted a 1-to-1 mobile laptop program. Each child in grades 4 - 12 uses a personal laptop computer with grades 6 - 12 students taking their laptop home each night. I have also been able to conduct hundreds of classroom observations during this span. The first year we observed, we focused largley on some very basic questions like the following:

What technology is being used?
Who is using the technology (i.e., teacher? student?)?
How often is technology being used?

We were able to collect data before students had laptop computers and then after students had the laptops. Not surprisingly, technology use by students skyrocketed after the laptop initiative began. Our observations during this second year have focused much more on how technology is being used. We collect data every 5 minutes still looking at the questions above, but we have also added fields on our data collection insrument to note how technology is being used. Moreover, we are using relevant educational technology standards (Michigan, USA in this case -- Michigan Educational Technology Standards here) to see how these standards are being addressed in the classroom (or even if they are being addressed). We're finding that students need to be using technology to more meaningfully address the educational technology standards -- again, this is practically common sense. However, a few teachers have creatively addressed standards without using much technology. But these observations are rare and our findings are still preliminary.

I plan to provide a nice overview of current findings at the SITE Conference 2011 next week. My session is Evaluating A Ubiquitous Computing Initiative in Room 15 on Fri, Mar. 11 11:30 AM-12:30 PM. Maybe I'll see you there? Or, you can check back on this blog for snippets of the results in the future.

Learning is mobile in the city

Wed, 16 Feb 2011 13:02:22 GMT

City Experience is a beyond the classroom learning experience that runs for three weeks at the end of the Year 8 academic year. “School” is the central business district of Sydney, based out of St. Stephen's Uniting Church Hall, Macquarie St.

Our Students document their experiences and research directly to a public website via twitter, youtube, facebook and blogging. This means that parents can follow as they uncover the amazing learning adventures they discover all day each day.

The program has developed from a synthesis of ideas from current international trends and best practice in Middle Schooling, the MLC School strategy Transforming Learning, and the curriculum frameworks of the International Baccalaureate Middle Years Program, and Understanding by Design.

The learning that takes place is experiential, collaborative, negotiated, independent and interdependent. It challenges the notion of schooling and indeed of teaching. Students are challenged to respond to a “big question” with some guidance in the form of both written instruction and negotiated discussion. They demonstrate their individual and group learnings at a “learning celebration” held on the last day.

What is exciting and rewarding about City Experience is the dynamic community of learners that establishes so quickly in an environment where there are no right or wrong answers. Critical thinking and deep engagement of teachers and students alike creates a community where everyone learns from and about each other. The learning community is enriched through the involvement of parents who generously offer their expertise and/or workplaces to allow first hand access to people and places not readily accessible to students.

There's an App for that

Wed, 16 Feb 2011 12:43:52 GMT

Join us for a live interactive tweetchat on mobile learning at this year's SITE conference, hosted in Nashville. Hear presenter key points, ask questions, and share resources!

There's An App for That! The Role of Mobile Learning in Education Mike Searson, Westley Field, Lisa Dawley, Carl Owens & Chris Penny

Wednesday, March 9, 12:45 PT/2:45 CT/3:45 ET
Join this facilitated session in Twitter by following #mlearningsig http://tweetchat.com/

Abstract: Contemporary mobile learning devices, supported by small programs called Apps, and usually enabled by access to dual wireless environments (3G/4G and Wi-Fi) allow for powerful and authentic “anywhere/anytime” learning. Panelists will share their expertise with mobile devices
as learning tools, addressing the following topics: an overview of mobile learning case for mobile learning
types of apps opportunities for learning future possibilities Q&A

Classroom Observations

Fri, 05 Nov 2010 01:26:11 GMT

Evaluating a 1-to-1 computing initiative (e.g., laptops, netbooks, iPads) should be seen as a comprehensive process. Simple surveys can only tell you so much. Test scores may or may not be relevant . . . the district would need to know which lessons are taught using the mobile devices and which lessons are not taught using the devices; otherwise, the data becomes convoluted with regard to test scores.

Classroom observations can reveal much about how devices are being integrated into teaching and student learning. Unfortunately, observations are often seen as an obtrusive practice from the perspective of the classroom teacher. Observations are also time intensive to be of much value. However, administrators (e.g., a Principal) often conduct observations as part of the typical teacher review process. This observation could also include a review of technology being used in the classroom. For this type of observation to have value, the principal needs to have a clear understanding of what is being measured and how to recognize it in the classroom.

The key first step is to know how data will be evaluated and how decisions are going to be made based on the data collected. Administrators must then determine what they intend to measure during classroom observations. Are the observations being used to merely determine whether technology is being used? Questions to answer during these basic observations include: Who is using technology; Which technologies are being used; How often is technology being used, etc. Perhaps the observations are being used to help illustrate whether technology standards are being met or whether 21st century literacy skills are being addressed in teaching and learning? This kind of an evaluation takes considerable more training for the individuals conducting classroom observations and much time defining those skills being observed. The Northwest Educational Technology Consortium provides some resources for classroom observations here that might be useful as a starting point for thinking about classroom observations. Classroom observations can be very useful in the formative assessment process to improve a new ubiquitous computing initiative, particularly if teachers are already being observed for other evaluation purposes.

Some future blog entries will build upon the topic of classroom observations so stay tuned.

DIY - Mobile Learning Games

Mon, 13 Sep 2010 14:17:29 GMT

Make Your Own Mobile Learning Game

Sound complex? Not anymore. Over the past several years tools like Logo, StarLogo and Scratch, which use snap-together virtual, color-coded instruction “blocks” instead of having to write traditional computer code, have significantly lowered the bar to entry for programming your own simulations and games. Building on these roots, the folks at MIT partnered with Google Labs to create App Inventor, which makes building games and apps for Google's Android operating system as easy as clicking your heels (or "blocks") together. Starting with StarLogo and Scratch, the MIT team created "Open Blocks"--an open-source Java library for creating blocks-based programming UIs--to build an easy interface for making your own apps that can then be easily downloaded to your phone. App Inventor even created additional programming blocks to let you easily build in cool tools talk to services like Twitter. Because App Inventor provides access to a GPS-location sensor, you can build apps that know where you are. You can build an app to help you remember where you parked your car, an app that shows the location of your friends or colleagues at a concert or conference, or your own custom tour app of your school, workplace, or a museum.

The project was led by MIT professor Hal Abelson who explains, “It’s not about sitting at a desktop computer. It’s about these incredibly powerful computers that you now carry around with you that can do location-aware things, and they can find your friends, and they can make phone calls and do other stuff. App Inventor, as an educational program, is about giving young people who are trying to learn about computing power over the real computing that they’re using in their lives.”

Interested in trying to build your own mobile learning app? Check out App Inventor's support site, where there's even a draft textbook on building apps. Give it a try, and take it one block at a time.

Thinking About Data Collection

Wed, 08 Sep 2010 02:03:22 GMT

Last month I made a blog post discussing the need to explore 21st Century Literacies as part of a 1-to-1 computing program. I suggested that schools define what they mean when they refer to 21st Century Skills and then develop the means to measure those skills. This is no small task, but the data can potentially be quite valuable in justifying a 1-to-1 program.

Almost as if on cue, I read an article this week that just came out and fits perfectly with this theme. The citation is as follows:

Bebell, D, O'Dwyer, L. M., Russell, M., & Hoffman, T. (2010). Concerns, Considerations, and New Idea for Data Collection and Research in Educational Technology Studies. Journal of Research on Technology in Education, 43(1), 29 - 52.

And, while the title implies data collection in educational studies, the reality is that these recommendations apply to any kind of program evaluation -- particularly to school implementing 1-to-1 programs. I encourage anyone starting a 1-to-1 program or involved in a program to read the article, but I'll provide a few highlights as an appetizer.

Early in the article, the authors note that very little research exists between the causal relationship of technology and student achievement. This was something I noted in my first blog entry and why I suggested that we also look at skills beyond typical measures of student achievement. The article even explores dynamic phrase, "technology use." Early in the history of technology in education research, many researchers wanted to measure the use to technology and they remained very general (e.g., a teacher who sometimes used technology with students = technology use). As technology use has picked up, the researchers have become more specific and stringent in who is using technology and how often they use technology (e.g., most definitions now expect students to also use technology; not just teachers). Research has also moved from many students sharing to 1-to-1 computing in many studies. Beyond use, the types of technology being used have changed quite drastically over time. We have some schools with big computer labs and desktop computers while also having schools where students are using mobile iPads ubiquitously. The nuanced uses of technology can vary greatly from school to school, teacher to teacher, and student to student.These evolving definitions make it hard to compare changes in actual technology use across place and time.

The article also has a discussion of standardized testing and technology. This discussion is fairly extensive, but a good recommendation from this section is that most standardized testing takes place using paper and pencil, which fails to reflect to the use and benefits of technology. For example, students who use technology tend to write lengthier and higher quality essays than similar students using paper and pencil. In other words, if you want to test the effects of computers on writing then you should also test students while they are using computers for writing.

Finally, the authors discuss the context in which educational technology takes place. Measuring the effectiveness of technology on a particular student can fail to take into account the classroom technologies available and rules; the schools policies and technologies; and the district technologies and vision for technology. The research often fails to look at how students are using technology at home as this use can also impact school use. This type of comprehensive analysis is referred to as examining the hierarchical structures. More meaningful data collection takes into account the big picture and the authors of this article suggest that future research try and include these deeper levels of context.

I encourage school leaders and individuals involved in 1-to-1 computing initiatives to find this article and delve into it if you can find it.

eReaders and eBooks

Thu, 26 Aug 2010 19:15:43 GMT

This area lists posts, tweets and articles on eReaders and eBooks. From textbooks to Picture books, this emerging tool is one to watch. Statistics tell us that eBooks

are outstripping paper books. Students can use their fingers, manipulate and watch media and more. Be sure to explore the variety of links at the bottom of this

page. We will add new links as they come through. To start with....

Picture books present a real challenge for app developers. They have to balance end-user

reading abilities (which are usually quite limited) with enough application richness to make younger readers want to come back, again and again, to the same story. I think that Kiwa Media has done a surprisingly good job in delivering value for the app dollar.

Kiwa Media Group is an award winning media company developing iPhone/iPod Touch & iPad Apps, digital content for books, producing film & television programs & digital content for the mobile music industry. Kiwa Media also provides software solutions for ADR and Language Dubbing across the globe. Check out this amazing company.

Learning Without Frontiers

Wed, 25 Aug 2010 12:36:04 GMT

Learning Without Frontiers

http://www.learningwithoutfrontiers.com/research-strand/

The popular Handheld Learning Conference has now been combined with other communities and conferences established by LWF over the past 6 years to create a single large conference in January focused on how disruptive technologies including mobile, gaming, social media, collaborative tech are driving improvements in learning. The event offers a full programme of Handheld Learning related talks and sessions but is now expanded to include additional and overlapping
areas that are of interest to our community.

This research strand is specifically targeted at research in mobile learning technologies.

iPad Trial in Victorian Schools

Tue, 10 Aug 2010 17:17:26 GMT

This Victoria Education iPad trial should be worth watching. There is alot of interest in achieving succcess in the area of technology in Schools. The Victorian Department has been trialing several innovative ideas of which this is the latest. "As part of its continued focus on optimising technology in schools, the Victorian Government, with support from Apple, is examining how iPads can be best used in schools. In a classroom with 1-to-1 devices such as the iPad, contemporary ways of learning can be optimised. ICT-rich learning and teaching opportunities can increase student participation, engagement and achievement."

Links to interesting and useful resources and suggested applications that are useful for educators.

http://www.vicipadtrial.org/

The best Apps of 2010

Sun, 08 Aug 2010 19:17:42 GMT

Tech Crunch worked with Alex Ahlund, the former CEO and founder of AppVee and AndroidApps to produce a list of the best apps of 2010. Once example is iPhones video editing tool.

With the release of the new iPhone Apple created a mobile technology that include quality photo taking ability as well as high def video. It followed then that they include a video editing tool that was easy to use on the run. The new video editing software provided on the phone is a solid tool for on-the-go editing

For more great Apps see the article

Justifying A 1-to-1 Computing Program

Sat, 07 Aug 2010 02:51:56 GMT

Research tends to be mixed on a 1-to-1 program improving student performance. More and more research is starting to suggest that students in these programs can improve in their school work (Peckham, 2008) with adequate preparations. Unfortunately, other research points to a slight decrease in standardized test scores initially or no change overall. Beyond grades and standardized tests there are programs who have justified a switch as a way to help students become more competitive in post secondary education and/or in employment. Typically this competitiveness comes in the form of students being more literate in 21st Century Skills.

The challenge for using 21st Century Literacies as a justification is that these skills tend to be difficult to fully define and measure. These are not skills that get assessed on most standardized tests. These are not skills that tend to show up in the curricula that most teaches are expected to implement. So, a school system wanting to use 21st Century Skills and Literacy to justify a new 1-to-1 program should first define what they mean when they use the phrase, "21st Century Learning." The school should also be able to measure the 21st Century Skills they identify. Finally, the school should be able to help teachers integrate these 21st Century Skills into the school's curricula. And, a 1-to-1 computing program is ideally how 21st Century Skills can get implemented.

I plan to explore 21st Century Literacies in the context of ubiquitous computing over a series of blog entries designed to help schools make the justification for implementing a 1-to-1 computing program.

SITE 2011

Wed, 04 Aug 2010 08:52:02 GMT

SITE 2011 conference in in Nashville. Nashville is a place where the past and the future peacefully coexist and build, one on the other, to create a destination that appeals to the interests of every visi- tor. Many movies have been made about Nashville. Enough books about Music City have been written to fill a bookcase. And, of course, scores of songs are dedicated to the city of music. But, while music is the lifeblood of Nashville, visitors will also find here a city of culture and history, of haute cuisine, of pro sports, outstanding academics, natural beauty and pure Southern charm. This city is alive. You can feel its pulse when you walk down its sidewalks. And, fortunately, you can also hear it almost anywhere you go.

This society represents individual teacher educators and affiliated organizations of teacher educators in all disciplines, who are interested in the creation and dis- semination of knowledge about the use of information technology in teacher edu- cation and faculty/staff development. SITE is a society of the Association for the Advancement of Computing in Education (AACE). SITE is unique as the only organization which has as its sole focus the integration
of instructional technologies into teacher education programs. SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through conferences, books, projects, and the Journal of Technology and Teacher Education (JTATE).
You are invited to attend and participate in this annual international forum which offer numerous opportunities to share your ideas, explore the research, development, and applications, and to network with the leaders in this important field of teacher education and technology.

Learning in the Outback

Tue, 03 Aug 2010 10:00:43 GMT

Mobile Learning is more than learning with or on mobile devices. It is also the ability to learn anywhere anytime. This amazing experience has students and teachers from MLC School in Burwood, Sydney getting ourt of their comfort zones and venturing into the outback to discover more about themselves and the incredible outback community of Broken Hill.

Students use Mobile phones, laptops, iPads, twitter and more to stay connected to their learning and their parents back home. Parents and teachers provide feedback via facebook, online discussions and galleries.

The journey is much more than a physical one. It is transformative. MLC School challenges students to ‘dare to be more’, and the Broken Hill experience enables students to answer the challenge.

As the flip side to the busy, urban world of Burwood (a vibrant inner city suburb of Sydney, Australia), the isloated outback town of Broken Hill in New South Wales offers a slice of Australia that few coastal dwellers experience.

From the rich red colours of the landscape, the night sky, and the desert sculptures, to the history of mining, the School of the Air, and the Royal Flying Doctor’s Service, Broken Hill is our ‘school’ for a time.

Journeying to Broken Hill takes students out of their comfort zones, and well beyond the classroom. They learn from the people, spaces and places of Broken Hill about other ways of living, other perspectives, and other possibilities. A highlight of the experience is our regular visit to Broken Hill High School, and Willyama High School building connections that last well beyond the time spent there.

Students also learn about themselves at Broken Hill as they experience the adventure and challenge of living away from home for three weeks. This part of the adventure not only involves sharing domestic responsibilities, such as shopping, cooking and budgeting, but managing and respecting differences with their peers.

The journey from Burwood to Broken Hill and back again involves taking ‘the road less travelled’. For MLC students, that road does make ‘all the difference’.

For more on this project visit our Broken HIll Experience Site