The possibilities brought to the forefront of this new m-teaching opportunity are just beginning to blossom and unfold as we consider the benefits of lower costs, the unlimited flexibility of learning environments, and the convenience of access (Nedungadi & Raman, 2012). M-learning even goes so far as to address the socio-economic barriers because it provides "a cheaper alternative for schools in rural areas that do not have access to e-learning resources such as computers or reliable internet access" (Nedungadi & Raman, 2012, p. 661).
There are always setbacks when considering new innovations to technology integration within the school setting such as pedagogical implementations with technology in curriculum, challenges with submitting assignments from devices, difficulties with multiple student collaboration, insufficient mobile infrastructures within schools, etc., etc. (Crichton, Pegler & White, 2012, p. 29). Some secondary students found the integration of mobile devices more hassle than they were worth as Crichton et al. (2012) points out, "...struggle to find the educational uses for the devices...high school students initially appeared to "resent" the intrusion of school issued personal devices..."(p. 29).
As a high school teacher, I am looking forward to exploring the possibilities for better integration and am hopeful that students will engage in the collaboration process with me to discover what we can do to work with m-learning. I like that I can access students in any environment. I feel that this will greatly improve my professional working relationship with them if I can access them in social situations, including at home. I do wonder where the boundaries will be drawn. Is this something I could address with the student and their family? Is family/teacher collaboration on mobile learning a realistic possibility? What are the inevitable barriers to this form of student/teacher interaction? Will there be other doors that open in terms of student learning and engagement? I'm excited to learn what they might be!
References:
Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: lessons learned from an ipod touch / ipad project. Electronic Journal Of E-Learning, 10(1), 23-31. Retrieved from: http://ezproxy.lib.ucalgary.ca:2048/login?ur
Nedungadi, P., & Raman, R. (2012). A new approach to personalization: integrating e-Learning and m-learning. Educational Technology Research And Development, 60(4), 659-678. Retrieved from: http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ975754&site=ehost-live
I walked into a Calgary public school just last year where the first thing everyone sees on the front door is a sign that states; No hats, No iPods, No cellphones. In other ways, this seemed like a progress and nurturing school. For example, I saw students using school-owned video cameras recording video projects outside and throughout the school.
ReplyDeleteI was a guest in a grade 9 business class. The students were working in small groups to create a business venture and put it into action in their school. The teacher was supporting each group and each student personally in order to ensure their learning and skill development. All this to say that great teachers are able to personalize learning even in the absence of technology.
Too true, my friend. Too true! Thanks for sharing your experience! :)
ReplyDeleteYour blog resonated with me for two reasons; communication with students and the economics of BYOD. Firstly, I too love the idea of “access to students in any environment.” It would also work the other way. You become more accessible to students which could potentially improve the rapport you have with them. I love the fact that our instructional is accessible on weekends when I need her the most!
ReplyDeleteSecondly, I find it interesting but not surprising that BYOD has been born from an economic need. “Economics also plays a huge role in the argument for the bring your own device system. Technology investments are expensive, especially given that new devices are likely to become obsolete in a few years.” (Concordia University, What is BYOD?, 2013). I do wonder about the ethics of passing costs onto to individual families. Is this simply widening the socio-economic gap? On the other hand “The m-learning approach allows the similar supplementary learning to be provided to schools that cannot afford expensive computer labs.” (Nedungadi & Raman, 2012, p. 676). This argument supports m-learning as leveling the playing field at least at a school level.
References
Concordia University. (2013). What is BYOD (bring your own device) and why should teachers care? Retrieved March 12, 2013. Retrieved from: http://education.cu-portland.edu/blog/tech-ed/what-is-byod-bring-your-own-device-and-why-should-teachers-care/
Nedungadi, P., & Raman, R. (2012). A new approach to personalization: integrating e-Learning and m-learning. Educational Technology Research And Development, 60(4), 659-678. http://ezproxy.lib.ucalgary.ca:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ975754&site=ehost-live
l=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=78234189&site=ehost-live
M-learning is beneficial for lowering costs to schools and thus may not be contributing to the widening socio-economic divide but helping to close it, however slightly. I love that we're thinking about the responsibility of schools in regards to funding. We may experience schools that are well funded for e-learning, but go up north and you'll be shocked with the lack of funding to those rural schools. Thanks for your post Debbie!
DeleteSkye
Hi Skye,(Blogger doesn't let me write responses directly.There is a technical glitch that I can't seem to fix)
ReplyDeleteInteresting blog post!
I think you are very right in pointing out that as exciting as it may seem to reach students anytime and anywhere, how will the boundaries be drawn between school life and outside of it? Squire & Dikkers (2012, p. 460) refer this as a paradox of m-learning. It is emphasized that “…mobile media enables school life to spill over home life too.” Obviously, this has repercussions for teachers as well as students. How important is it to examine this aspect of m learning before schools can successfully and completely adopt it?
I would like to believe this “foray” of schools into home life would really gives a better meaning to authentic learning. It removes the barriers of education with the context of mere physical school presence. Yes, it will inevitably open doors in terms of student learning will a higher level of immersion in media. Crichton, Pegler & White (2012, p. 30) cite Koehler and Mishra (2008) to point out, “…education often pushes technology beyond its functional fixedness and repurposes it to meet its needs.” Hence it is not only the technology that matter, but the openness that the educators must imbibe to constantly evolve and adapt to the changes especially in terms of technology.
References:
Crichton, S., Pegler, K., & White, D. (2012). Personal devices in public settings: lessons learned from an ipod touch / ipad project. Electronic Journal Of E-Learning, 10(1), 23-31
Koehler, M., and Mishra, P. (2008) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Routledge, New York.
Squire, K., & Dikkers,S.(2012). Amplification of learning: uses of mobile media devices among youth. Convergence, 18(4), 445-464. doi: 10.1177/1354856511429646
Kamal, I think the idea of trial and error as we go is essential to learning about what doesn't work. It contributes to the balance of simultaneous student/teacher learning, thus I don't feel there is much need to look into the repercussions before implementing m-learning.
DeleteI like the idea that we are all Einsteins exploring and discovering, because when we make an error, that is where creation takes place! Innovations are what we strive to inspire in our students, colleagues, communities!
I love your response! Thanks for sharing!
Skye