Laptops and iPods in the Classroom

This YouTube video presents and describes how one particular teacher in America implements mobile technology in his classroom. He uses iPod Touches in conjunction with laptops to create an authentic learning experience where students are creating their own learning and knowledge. Instead of handing out the information needed for the task, the teacher guides the students’ search. With mobile technology readily available, the teacher is able to easily facilitate learning and also ensure that his students are information literate.

Firstly, students were using laptops at their desk to conduct research. The video showed them working collaboratively. On this occasion mobile technology provided opportunities for students to negotiate and work together in teams to complete tasks and develop new knowledge (Jenkins, 2006, p. 3). After researching, students created podcasts about their information. This process of researching can be described as inquiry based learning and Schultz (2007) discusses that inquiry-based learning has been recommended and supported by studies as the best way for students to develop a deep learning and understanding. The teacher then ensures that the children are able to be critical users of technology and discern ‘good’ information from ‘bad’. Campbell (2010) discusses that while students may display competency in using technology and web based programmes such as blogs, search engines and social networking sites, it cannot be assumed that they are research savvy as well. It is therefore highly important to develop information literacy so that students are able to successfully find and use information.

Lastly, the teacher ensures that parents and carers are engaged with the technology and its uses in the classroom. Students borrow the iPods to complete tasks, which means the parents see the value in their use.

This particular class teacher has seemed to successfully integrate two forms of mobile technology into their pedagogy, thereby allowing the children to construct their own learning and information and become information literate learners.

Campbell, M. (2010). Collaborations between Librarians and Faculty in a Digital Age. Education Digest: Essential Readings Condensed for Quick Review, 75(6), 30-33. Retrieved from EBSCO host

Kuhlthau, C., Maniotes, L. and Caspari, A. (2007). Guided Inquiry: learning in the 21 ^st century. Westport Conn: Libraries Unlimited

Schultz, J. (2007). The future of SOSE? Integrative inquiry is the answer. Social Educator; 25(3), p.11-16. Retrieved 24/8/2011 from http://search.informit.com.au.ezp01.library.qut.edu.au/fullText;dn=169136;res=AEIPT