You may have seen my previous blog in which I discussed my
experience of mobile technology in teaching and learning- if not, and that is
something of interest to you, you can read it by clicking here.
In this blog, I'm going to discuss mobile technology from
the perspective of what the academic literature tells us about its value (or
otherwise) in teaching and learning.
Whereas I have previously explored assessment and engagement
applications from the perspective of the teacher and learner from a position of
actual usage, here I'm going to explore mobile technology from the perspective
of its implications for the training needs of lecturers, as well as whether
mobile technology in the class room helps or hinders the learners. So, more of a conceptual critique, if you
like.
There can be little doubt that the way in which we acquire
knowledge has undergone a radical change in the last few decades, with
information and communication technology (ICT) now being the principal driver
in our information society (Montrieux, 2015).
Inevitably, this has consequences for educational practice. Indeed, several authors advocate the need to
shift from a traditional classroom setting, in which learners can be seen as
passive recipients of educational knowledge to an environment in which learners
are active participants with precedence given to collaboration and information
sharing (Figueiredo and Afonso, 2005; Pelgrum, 2001). In accordance with this
technology-enhanced learning approach, a meta-analysis of over 800 studies
relating to achievement involving the use of computers in the classroom
conducted by Hattie (2013) concluded that ICT is used effectively in education
when educators are given adequate pre-training in the use of computers as
teaching and learning tools; when there is a diversity of teaching strategies; when there are multiple opportunities for learning, and finally, when peer
learning and feedback is optimised. In a nutshell, in order to integrate ICT
into a classroom environment, teaching and learning strategies must be appropriately
adapted, and the role of the teacher redefined.
As an aside, some of the technology recently integrated into my faculty
has led the existing lecturers to refer to themselves as 'facilitators of
knowledge', rather than teachers.
Interesting.
It is unclear thus far whether the use of technology in
education improves learning practices, as research in this area is relatively
sparse (Corrin et al., 2010) however, studies examining the impact of tablet
devices on learning indicates that such devices potentially support students by
offering a way in which they may construct and share information in stimulating
environments (Vogel and Klassen, 2001).
In addition, recent research suggests that the use of tablet devices
promotes meaningful learning experiences and impacts positively upon student
motivation (Melhuish and Falloon, 2010). That said, it may be possible that the
'novelty' of using such devices may be fueling such change as opposed to the
technology itself. This is a fruitful
area for further research.
It would be short-sighted not to address the very obvious
concerns of educators when it comes to the use of mobile technology in the
classroom and the potential for distraction of the student. This can be an emotive topic on both the part
of the lecturer and the student, with both sides making valid points. If we are to introduce ICT into the learning
encounter, an outright ban on mobile devices is not possible, however, how can
we tell if the student is 'checking out' to 'check in' on social media during
class? (Flanagan, 2014). My guess is
that effective classroom management and the promotion of student engagement is
important here. We simply cannot expect
to eliminate every distraction during lecture time, this is simply impractical,
however the risks can be minimised somewhat by simply ensuring mobile devices
used for learning don't allow access to social media sites. The use of hands on
activities for which the students are held accountable for by the end of class
is another way keeping the student 'on task' as well as promoting direct
engagement. Two birds with one stone,
you might argue.
In conclusion, as teachers and as students we need to
acknowledge the fact that technology is going to change the teaching and
learning experience, whether that be for better or worse. For my part, I welcome the introduction of
innovative methods of teaching using technology; however I also appreciate that
there are positives and negatives to this (much like anything else). As educators, we need to embrace ICT in
andragogy and ensure that we engage with continuing professional development,
as getting left behind in this fast-paced world of ICT simply isn't an option
for us as educators.
References
Corrin, L., Bennett.
S., and Lockyer L. (2010). 'Digital natives: Everyday life versus
academic study'. In Proceedings of the Seventh International Conference on
Networked Learning, pp. 643–650.
Figueiredo, A.D., and
Afonso, A.P. (2005). Context and Learning: A Philosophical Approach. Hershey, PA: Idea Group.
Flanaghan, M. (2014). 'The classroom as an arcade.' https://www.insidehighered.com/views/2014/06/06/technology-classroom-distraction.
(Accessed 30 January 2016).
Hattie, J. (2013).
Visible learning: A synthesis of over 800 Meta-Analyses Relating to
Achievement. NY: Routledge.
Melhuish, K and Falloon, G. (2010). 'Looking to the future: M-learning with the
iPad.' Computers in New Zealand Schools: Learning, Leading, Technology, 22(3),
pp. 1–16.
Montrieux, H., et al. (2014). 'Mobile learning in secondary
education: teachers’ and students' perceptions and acceptance of tablet
computers.' International Journal of Mobile and Blended Learning, 6 (2), pp.
26–40.
Pelgrum, W. (2001). ' Obstacles to the integration of ICT in
education: results from a worldwide educational assessment'. Computers &
Education,37(2), pp. 163–78.
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