Read:
Chapter 3: An Explosion of WMDs: Wireless Mobile Devices by Rosen
In this chapter, the author discusses communication devices that are capable of doing multiple tasks beyond simple voice communication. The author gives the example of the Baby-Boom Generation seeing a cell phone as a tool for only talking, while an iGen sees it as a device for texting, internet access, sharing photos and video, playing games, and personalization (aka “Smart” phones). While these devices are immensely popular and hold promise for educational use, there are few classrooms utilizing this technology. Quoting the Journal of Computer-Assisted Education, the author points out that: “One hundred years ago children travelled to schools to sit in rows and be instructed by a teacher. Today, they still do the same. Why is education so resistant to change?” (An Explosion of WMDs section, para. 8).
The author continues to compare the iGeneration’s use of WMDs for keeping connected and being “wired” 24/7 to traditional schooling that sees these devices as a disruptive influence. Addressing concerns that these devices are too small for students to use to complete school work, that students cannot write properly because of these small devices (and potentially creating an illiterate generation), and the inability to print a hardcopy, the author discusses five concepts of mLearning: information is available (1) anywhere, (2) anytime, (3) on commonplace and affordable devices, (4) can be pushed/pulled to these devices, and (5) learning environments adapt. Citing educational research and theory, the author also points out that mLearning works for four main reasons: (1) presentations that incorporate a variety of media enhances learning and retention, (2) student-centered learning promotes active engagement in the learning process, (3) virtual spaces allows more students to participate in learning, (4) more student interactions in virtual spaces allow for more opportunities for positive reinforcement.
Chapter 2-4: Mobile Technologies by Brooks-Young
Chapter 2: Cell Phones
In this chapter, Brooks-Young starts by saying, “cell phones may be the 21st century equivalent of chewing gum” (Cell Phones section, para. 1). Going on to describe various bans and legislation against mobile communication devices in schools and on campuses, the author reminds us that students should be taught ethical and appropriate cell phone use. Cellphone functions that have potential classroom use: (1) cell phones cameras, (2) built-in voice recorders, (3) ability to take surveys/tests online, and (4) ability to “Google” and research anywhere.
Chapter 3: MP3 Players
Like with cell phones, the author describes varying objections to MP3 Players, including anti-social behavior, cheating, and distracting. However as the popularity of podcasting increases so does the value of mobile audio devices. The author again encourages teaching ethical technology-use behaviors and to redesign activities and tests so that students must synthesize information instead of recite facts. Through podcasting, educators can communicate with each other, students, and even parents.
Chapter 4: Netbooks
The author lists three common objections to netbooks: network security (a problem with any device that requires Internet and/or LAN access), size (too small for adults and teens), and system capabilities (OS and compatibility issues). Reminding that netbooks are not a replacement for desktop/laptop computers, the author promotes netbooks as a cheaper alternatives -but not replacements- for educational use. For classroom practice the author promotes project-based learning that relies on teamwork, communication, and collaboration, which make best use of the functionality of netbook-sized devices. Examples of use: document sharing through web-based applications Google Docs, class wiki, and videoconferencing.
Chapter 7: Blogging with Blogger by Digital Diet
In this chapter, the authors discuss Google’s Blogger and list other blogging services such as WordPress, EduBlogs, and TypePad. Like a diary, blogs let you share your thoughts, ideas, and opinions in a format that is like and can be used as a personal webpage. Others can leave comments on your blog and share ideas as well. In the classroom, the authors suggest students using blogs to receive feedback and suggestions from peers and their teacher. They recommend moderating comments and establishing rules for appropriate commenting and use. They promote using rubrics to clarify expected behaviors and for identifying quality comments.
React:
I agree with Brooks-Young’s emphasis that educators (and parents) should encourage ethical and appropriate technology usage. As obvious as it seems, I think our society expects that rude behaviors involving technology use can be halted through social disapproval. However Rosen discusses the “screen” we are behind in our virtual worlds which make social stigmas harder to enforce. We will have to be very clear on appropriate and acceptable behaviors in the virtual world. I like the rubrics for blogging in the Digital Diet book and will have to think about using them with students (and even myself).
SmartPhones and Netbooks/Tablets are technologies I would like to implement more in my own courses. Both my students and myself access BlackBoard on our phones and iPads. It works well for them to access images and notes when they are working on projects away from the lab, however there are times I would like to be able to check in with them via short texts without the need to wonder the halls looking for them and disrupting their work. I don’t want to have to exchange phone numbers to do it, so something like Twitter might work. I’ll have to think more on that!
References:
Brooks-Young, S. (2010). Teaching with the tools kids really use. (Kindle Edition). Available from http://www.amazon.com/Teaching-Tools-Kids-Really-ebook/dp/B00486THRE/ref=sr_1_2?ie=UTF8&m=AG56TWVU5XWC2&s=digital-text&qid=1296870495&sr=8-2
Churches, A., Crockett, L., & Jukes, J. (2010). The Digital Diet: Today’s digital tools in small bytes. Canada: 21st Century Fluency Project.
Rosen, L. D. (2010). Rewired: Understanding the iGeneration and the way they learn. (Kindle Edition). Available from http://www.amazon.com/Rewired-Understanding-iGenerationLearnebook/dp/B003QP3NAK/ref=sr_1_1?ie=UTF8&m=AG56TWVU5XWC2&s=digitaltext&qid= 1295657170&sr=1-1
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