As the innovation of
technology grows, so does the landscape of education and how teachers implement
and facilitate their pedagogies. Consequentially, mobile learning can be described as the epitome
of having the world at your fingertips and an example of the evolving
technology that is rapidly changing the way we educate. Essentially mobile
learning is elearning through mobile computational devices (Sharples, 2009).
Functioning as a new and inventive way to extend education beyond the classroom
context, mobile learning also employs the advantages of flexible learning,
creative learning, sensory learning, personalized learning and collaborative
learning. Aside from these advantages listed, mobile learning’s most important
function is its ability to carry on everyday conversations and interactions
after school hours. This aspect of mobile learning has become most critical to
the success of this innovation as not only does the ability to constantly
interact differ from that of traditional learning, but it also enables the
classroom content and learning to be more engaging, instant, and flexible. By
implementing mobile learning in your pedagogy students (secondary students to
be exact) are able to adapt to a freestyle learning routine and can access
material at a suitable means for them. However in regards to this point, if
mobile learning is adopted in the classroom for a purpose of online interaction
with fellow peers, Sharples (2009) states that the flow of conversation and
interaction must be constant in order for this particular use of mobile
learning to work.
IPods themselves can stand for generating a creative learning environment, conveying a sense of self-empowerment and autonomy to the individuals (Dale, 2009). In agreeing with the Dale (2009) article, in my own personal experiences I myself specialize in the creative arts therefore (mainly in my secondary education) the use of IPods benefitted my learning greatly. Such advantages of using an IPod in my education were that of being able to source podcasts, mp3 files, videos, images, taking photos and filming my work to watch back, view my progress and critically analyse, and recording sounds and music I had composed for further critical analyzing also. I believe by having the facility of an IPod I was given the ability to correct my mistakes and errors, learn from them, perfect the execution of my work and most importantly grow as not only a learner but as a performing artist as well.
However as handy a tool mobile learning can be it is not always suitable for every learner. As mobile learning is still a current trend within the education landscape there still lays surfacing issues. The main of these issues is inclusiveness for meeting all individual learners needs, as Dale (2009) explains. Aside from those capable students who have different learning styles this issue of inclusiveness mainly targets those who are visually or hearing impaired. Therefore teachers when implementing these mobile learning strategies need to be considerate in their decisions for how they wish to facilitate the use of IPods in their classroom, as they must cater for all students. Overcoming this issue though can be easily adjusted as Sharples (2009) explains, that this use of mobile technologies doesn’t have to fulfill the whole duration of class, it can be used in small groups for part of an activity, or even as a means of support for double checking work. All in all no matter what, the ultimate function of mobile learning tasks within the classroom should be directed by specific learning objectives.
References
Dale, C. & Pvmm, J.M. (2009). Podagogy: The iPod as a
learning technology. Active Learning in
Higher Education. 10(1). (pp. 84-96). Retrieved from http://alh.sagepub.com/content/10/1/84
Pirate Style (San Pedro High School Gangnam Style Parody). (2012). YouTube. Retrieved May 27,
2013 from http://www.youtube.com/watch?v=P21OZ7X55CQ
Retrieved May 27, 2013, from Google Images: http://www.google.com.au/search?q=education+concept+maps&tbm=isch&tbo=u&source=univ&sa=X&ei=npSiUaqABeS8iAf-voCYAg&ved=0CDkQsAQ&biw=1196&bih=609#tbm=isch&q=education+constructivist+concept+maps&spell=1&sa=X&ei=0JSiUd6jHOajigea_oDoCg&ved=0CE0QBSgA&bav=on.2,or.r_qf.&bvm=bv.47008514,d.aGc&fp=c85caae84c8b27b8&biw=1196&bih=609
Sharples, M., Arnedillo-S’anchez, Milrad, M., & Vavoula, G. (2009). Mobile learning small devices,
big issues. In Balacheff et al. (Eds.), Technology-Enhanced Learning (pp. 233-249).
Smith, R. & Crawford, C. (2011, April 9). Education
and Technology Today. Mobile Learning.
Retrieved May 27, 2013, from https://itunes.apple.com/au/podcast/mobile-learning/id293253394?i=93553169&mt=2
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