Chapter 01

Changing Education with

Mobile Learning

Azhar Ahmad Smaragdina

A Brief History of Educational Technology
 What Is Mobile Learning?
• Clark Quinn (2009)
– The intersection of mobile computing and e-learning:
accessible resources wherever you are, strong
search capabilities, rich interaction, powerful support
for effective learning, and performance-based
assessment. ELearning independent of location in
time or space.
 What Is Mobile Learning?
• Mobile learning is the experience and
opportunity afforded by the evolution of
educational technologies.
• It is anywhere, anytime learning enabled by
instant, on-demand access to a personalized
world filled with the tools and resources we
prefer for creating our own knowledge, satisfying
our curiosities, collaborating with others, and
cultivating experiences otherwise unattainable.
Penilaian
Ability to learn on the go
• Traditionally, sitting in a classroom
between the hours of 8 a.m. and 3 p.m. is
where and when we expect students to
learn.
• Learning isn't limited to a predetermined
location or time.
• Learning can occur anytime and anywhere
with mobile devices
Reach underserved children and school

• Mobile technology, when compared to other technology

initiatives, provides a relatively lower cost per student for
a high powered and durable technology.
• Tablets are often less expensive than computers/laptop
• Mobile devices offer a different financial and
technological model altogether, one that is much easier
to maintain under tight budgets.
• Mobile devices offer substantial power in taking learning
opportunities outside of the four walls of the classroom
– Virtual museums, online classes, and simulated
experiences
Improve higher order thinking skills

• The Partnership for 21st Century Skills has defined four

key skills for students to master in school: critical
thinking and problem solving, communication,
collaboration, and creativity and innovation.
• The features of mobile learning inherently foster these
complex skillsets in students.
• The ability to easily share information with others,
creatively utilize a wide variety of resources and critically
evaluate the veracity and value of sources are just a few
examples of the activities implicit to everyday use of
mobile technology in education
Support alternative learning
environment
• Flipped classrooms or blended learning
environments, which allow teachers to use
class time more efficiently and even cover
more material, among other things.
• Mobile devices offer tremendous
opportunities for facilitating and enhancing
these setups
Personalized Learning

• Personalized learning environments enable

teachers to more easily target which students
are struggling with which concepts and assign
coursework and homework accordingly.
• Mobile technology makes this process more
seamless, enabling effective implementation and
tracking of student growth
• Further, if the students have their own devices
(or always use the same device in the
classroom), it is possible to easily track student
data
Motivate Students
• Mobile learning provides a new way to motivate
students by providing high levels of engagement
and novelty, personalization, and autonomy.
• The use of cellphones and mobile devices is
high among children, and there is value in
meeting students where they are rather than
limiting them to older learning methods when
they clearly have an aptitude and passion for
newer technologies
Differentiated access to devices and
internet
• Availability and cost of broadband in
schools and homes can be a big hurdle for
smaller and low-wealth school districts,
presenting a huge disparity among
students from different economic
backgrounds
• The cost factor, a tablet is more expensive
than a textbook, and some schools just
might not be able to afford them
Use must be monitored
• When mobile devices are used by students in
classrooms or at home, their use must be
monitored in some way.
• While mobile devices can be used for academic
enrichment, the opportunity also exists for them
to be used for distraction or unethical behavior.
• Health concerns stemming from increased
screen time and privacy concerns about
students or the device, itself, oversharing
personal information
Prevailing attitudes and perjudices
againts using tech for instruction
• Sometimes these attitudes are reflected in laws prohibiting the
use of mobile technologies (including cellphones) in the
classroom categorically
• In 2006, New York City Mayor Michael Bloomberg enacted a
citywide ban on cellphones in the city's public schools
– “a distraction in school and could be used to cheat on
exams.”
• Schools in Forsyth County, Georgia reported less in-class texting
and off-task behavior on cellphones when the devices were used
in their BYOD classrooms for schoolwork
• Breaking through these philosophical barriers requires strong
leadership and professional development to ensure mobile
learning is possible for each school
Limiting physical attributes
• most tablets don't come with a keyboard,
making typing more difficult.
• Typing on a smaller interface, such as a
smartphone or iPod Touch, is even more
challenging
• While this sort of limitation might be a
major hurdle for some groups, digital
natives seem to see it as less of a
challenge than the adults who teach them
Digital native
Mobile devices are shared
among a group
• In this scenario, using them can be more difficult and
less engaging
• There are many ways that enable student data to be
transferred across devices, particularly by storing data
and work in the cloud and offering logins for apps
• While it's been shown that mobile learning is optimal
when students have their own devices and can fully
integrate their preferences and resources, having access
to shared devices is not going to nullify all of the benefits
of mobile learning
• having some access to mobile technology is certainly
better than none
Way in which the devices are implemented
impacts the effectiveness of them

• Mobile devices shouldn't simply be added to

existing curricula and used in place of an old
tool—they should be used to change the way
lessons are structured to engage students in
new ways
• In essence, teachers should first make a mobile-
learning plan, then get devices; not get devices
and subsequently fold them into normal
instructional methods
How to make mobile learning work

• Professional Development
– Teachers and administrators must have or obtain the
requisite skills to incorporate mobile devices and
technology into their teaching
• Use Data to Personalize Learning
– Mobile devices offer tremendous opportunities to
harvest data on student usage and knowledge, which
can drive smarter decisions and personalized learning
plans, among other things.
– A smart mobile learning strategy will take advantage
of this information and use it to enhance the
educational process
How to make mobile learning work

• Change Instruction
– While using mobile devices does not require a
teacher to completely abandon the way he or
she runs a classroom, it may require creative
changes in how apps and devices are
incorporated to strengthen certain lessons or
activities, and creative use of apps
– it's essential to remember that pedagogy still
matters and technology won't replace good
teachers, ever
How to make mobile learning work

• Flexible Policies
– creating more lenient policies to support a
mobile learning plan—policies that more
closely resemble real-world usage
• Good Apps
– a strong mobile learning plan cannot function
without good apps to scaffold the lessons
– Teachers must figure out how to locate good
content and tools, and how to incorporate
them into curriculum and lesson plans
 Tugas Kelompok
• Mencari sebuah artikel dari jurnal
internasional terkait dengan mobile
learning ! Atau..
• Membahas satu chapter (selain chapter 1)
pada buku “mobile learning – a handbook
for developers, educators and learners”
• File presentasi (ppt) dan resume
/ringkasan (pdf)