Taxonomy of Students’ Use of The iPad in Education: A Pilot
| Autor: | Liat Eyal |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Multimedia
Computer science Educational technology Mobile Web Open learning computer.software_genre lcsh:History of scholarship and learning. The humanities integrating tablets in classroom Synchronous learning World Wide Web Blended learning iPads in education Active learning lcsh:AZ20-999 ComputingMilieux_COMPUTERSANDEDUCATION Mobile search Mobile technology iPads in Teacher Training computer Taxonomy |
| Zdroj: | Interdisciplinary Journal of e-Skills and Lifelong Learning, Vol 11, Pp 067-084 (2015) |
| ISSN: | 2375-2092 2375-2084 |
| Popis: | Introduction The growing use of mobile technologies presents new challenges in the field of teacher training and classroom instruction. Mobile technologies include smart phones, laptop computers, electronic reading devices, and tablets--all of which are easy to carry and connect to the internet. A review of literature indicates that the field of mobile learning encompasses a variety of terms, each of which reflects a different perspective. These terms include m-learning, mobile learning, ubiquitous learning, and handheld learning. The review of literature shows that mobile learning has yet to be defined unequivocally. One of the accepted definitions is "any type of learning that takes place in learning environments and spaces that take account of the mobility of technology, mobility of learners, and mobility of learning" (El-Hussein & Cronje, 2010, p. 20). Other researchers address the different uses of mobile technology, such as support for the learners and their participation in creative, cooperative, critical, and communicative learning activities (Cobcroft, Towers, & Smith, 2006). Traxler (2007, 2010) suggests that mobile learning is intended to provide support for authentic and personal learning processes, is situation-dependent, and that in the future mobile learning will enable a wide range of learning methods. Rossing, Miller, Cecil, and Stamper (2012) define mobile learning as the most effective use of digital and wireless technology in empowering the learning. In summary, the distinguishing factor between mobile learning and other learning methods supported by technology, including e-learning, lies in the way that learning experience is mediated and enabled (Peters, 2009). The learning process takes place in a situational context and is affected by the interaction between the learner and the technology used individually or/and in cooperation with others (Melhuish & Falloon, 2010). Mobile Device Types A wide range of devices are classified as mobile technology, with the term mobile reflecting the ability to move from place to place, or from situation to situation. Mobile technologies can be classified on a continuum from regular or static use to the full range between personal use to collaborative use (Naismith, Sharples, Vavoula, & Lonsdale, 2004). The first group of technologies is characterized by mobility and personal use. These are the most common technologies such as mobile phones, PDAs, tablets, and laptops. These technologies also include hand-held video game consoles, the use of which has been reported in the context of learning (Lee, Luchini, Michael, Norris, & Soloway, 2004; Rosas et al., 2003). Because these technologies are usually for a single user, they are perceived as personal devices. The online nature of these devices allows communication and information sharing. Thus, while the devices themselves are personal, it is easy to share the information and content they contain. In addition, these devices are classified as mobile because you can move them from place to place, and because they are available for use in different locations (Naismith et al., 2004). A second group of technologies is characterized by less mobility, but still enabling personal interaction, for example, the various remote control devices (like Clickers) handed out to students for the completion of multiple choice tasks and questionnaires. A third group of technologies enables greater interaction, but less mobility. This group includes smart boards and video conferencing capabilities. It should be noted that these technologies are viewed as static in principle, thus they do not comply with the accepted definition of mobile technology. However, this classification is important to an understanding of the catalog of technologies presented above (Naismith et al., 2004.). A fourth group of technologies enables the sharing of information and availability in different places. … |
| Databáze: | OpenAIRE |
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