Mobile Technology: Difference between revisions
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The flexibility of mobile technology allows learners to extend their learning experience so that it can occur at any time or any location, including outside the boundaries of a conventional classroom (Chen et al., 2009). The portability and flexibility of mobile technology encourages learners to transport their individual learning environment with them (Looi et al., 2012). Mobile technology allows learners to bring these devices home which helps to lengthen the learning process (Chen et al., 2009). Opportunities are created through mobile platforms, which promote continuation of discussions that historically, start and stop in a physical classroom (Kuzu, 2011). Students can easily work on projects and assignments outside of class and are not restricted to working on a stationary computer (Franklin et al., 2007). Traditional classroom hours are defined and mobile technology generates an unrestricted avenue for learning to continue outside of those parameters (Chang et al., 2012). | |||
Collaboration is fostered with mobile technology (Jarvala and Laru, 2008). Mobile technology encourages collaboration and facilitates participants sharing learning events (Blake et al., 2012). Mobile technology provides greater accessibility to both teaching and course content (Power and Shohel, 2010). Franklin et al. (2007) observed that students willingly shared information through mobile devices when working on a group project, which resulted in increased collaboration. Mobility can nurture collaboration by bridging differences in learning situations (Looi et al., 2012). | |||
Mobile technology generates educational opportunities and positively impacts learner engagement for students in remote locations with limited resources (Carillo et al., 2011). Alder and Fotheringham (2012) stated that the use of SMS texts and podcasts created a connection with students that were isolated and promoted a sense of community. Students that experienced physical isolation indicated that there was value in connecting with their peers through mobile technology (Coates et al., 2009). Mobile technology also influences learner involvement by increasing a student’s organizational level as mobile devices can be used for time management purposes (Coates et al., 2009). | |||
Mobile technology results in enhanced communication by empowering students to direct questions to their instructors and peers and receive responses in real-time (Kuzu, 2011). Learners who participated in social networks for educational purposes had the opportunity to retrieve relevant information and share it to create better communication (Coates et al., 2009). The unharnessed power of the learning trend of mobile technology could potentially alter the character and approaches to pedagogy (Power and Shohel, 2010). | |||
==Constraints== | ==Constraints== | ||
Revision as of 03:06, 6 November 2013
Mobile Technology
Geri-Lynn Ryan, Memorial University of Newfoundland
Definitions and background
Mobile technology refers to devices that are both transportable and offer instantaneous access to information (Coates et al., 2009). Mobile technology includes, “iPods, MP3 player, Personal Digital Assistants, USB Drive, E-Book Reader, Smart Phone, Ultra-Mobile PC and Laptop / Tablet PC” (Adeeb and Hussain, 2009, p.48). PDAs and smartphones are mobile devices that are agents of real-time communication (Chang et al., 2012). The hallmarks of mobile technology are its portability, flexibility, simplicity of use and its unique ability for integration with other technology systems (Alder and Fotheringham, 2012). Mobile technology devices are often referred to as ubiquitous and are utilized by people for many different activities (Kuzu, 2011).
Mobile technology instruments have become a significant force in learning and are transitioning to more affordable and compact devices with greater dependability and connectivity (Franklin et al., 2007). In addition to their advantageous size and convenience, the technology permits multiple tasks such as note taking, telephone, email, music, video / audio recording, picture taking and GPS navigation (Akkerman and Filius, 2011). When compared with traditional computers, mobile technology demands less structure, which translates into easier implementation (Carillo et al., 2011).
Affordances
The flexibility of mobile technology allows learners to extend their learning experience so that it can occur at any time or any location, including outside the boundaries of a conventional classroom (Chen et al., 2009). The portability and flexibility of mobile technology encourages learners to transport their individual learning environment with them (Looi et al., 2012). Mobile technology allows learners to bring these devices home which helps to lengthen the learning process (Chen et al., 2009). Opportunities are created through mobile platforms, which promote continuation of discussions that historically, start and stop in a physical classroom (Kuzu, 2011). Students can easily work on projects and assignments outside of class and are not restricted to working on a stationary computer (Franklin et al., 2007). Traditional classroom hours are defined and mobile technology generates an unrestricted avenue for learning to continue outside of those parameters (Chang et al., 2012).
Collaboration is fostered with mobile technology (Jarvala and Laru, 2008). Mobile technology encourages collaboration and facilitates participants sharing learning events (Blake et al., 2012). Mobile technology provides greater accessibility to both teaching and course content (Power and Shohel, 2010). Franklin et al. (2007) observed that students willingly shared information through mobile devices when working on a group project, which resulted in increased collaboration. Mobility can nurture collaboration by bridging differences in learning situations (Looi et al., 2012). Mobile technology generates educational opportunities and positively impacts learner engagement for students in remote locations with limited resources (Carillo et al., 2011). Alder and Fotheringham (2012) stated that the use of SMS texts and podcasts created a connection with students that were isolated and promoted a sense of community. Students that experienced physical isolation indicated that there was value in connecting with their peers through mobile technology (Coates et al., 2009). Mobile technology also influences learner involvement by increasing a student’s organizational level as mobile devices can be used for time management purposes (Coates et al., 2009).
Mobile technology results in enhanced communication by empowering students to direct questions to their instructors and peers and receive responses in real-time (Kuzu, 2011). Learners who participated in social networks for educational purposes had the opportunity to retrieve relevant information and share it to create better communication (Coates et al., 2009). The unharnessed power of the learning trend of mobile technology could potentially alter the character and approaches to pedagogy (Power and Shohel, 2010).