The key to change is to let go of fear - Rosanne Cash

Jean Piaget once famously said “the principal goal of education is to create men and women who are capable of doing new things and not just repeating what people before them have done” (cited in Papert, 1999). I have always liked this quotation; however, until recently, I have only ever applied it in the context of the students I teach, rather than in the context of my personal pedagogy. The ever-growing, wide variety of educational stakeholders often call on teachers to be life-long learners, to engage as co-learners with students on an educational journey; however, traditionally, it’s still been the teacher who dictates where and how this journey will take place. Reflectively, I feel that this is not an indication of teacher’s blatant disregard of educational theory; but rather a result of a fear of the unknown. Traditionally, teachers are used to having the answers, to being one step ahead of their students; however, student familiarity with modern technologies changes this. Teachers lose a little bit of control and join students, as what Papert interprets Piaget’s theory to mean, as builders of knowledge (1999).

Obviously professionally, one of my key goals lies in student success. Pedagogically, I understand that one of the key paths towards student success is motivation; the motivation of students has a significant impact on their learning performance (Pei-Luen & Qin Gao, 2005). The teaching in the online environment website identifies that it is variety and differentiation that stimulates interest and gains the attention of students, thus building academic motivation. The 21st century student is clearly motivated by mobile technologies; however, it is in the interest of providing students with a variety learning experiences and differentiation of teaching instruction that I seek to motivate my pupils. I do not seek to replace traditional teaching practices, but rather enrich them with a variety of differentiated learning strategies that include mobile technologies.

As a teacher, I accept that my teaching practices need to reflect the era in which my students live. Although I feel comfortable reviewing the wide variety of online resources, blogs and support available to educators in relation to mobile media, implementing such pedagogical strategies into my current teaching practices will be a challenge. However, I believe that in making small steps in changing the overlying pedagogy of my teaching practices and by embracing the fear I have of engaging as a co-learner of digital technologies with my students, that eventually my pedagogy will transform. In the essence of starting small, below is a list of possible learning experience/ organisational strategies I have found that I can envision using within my classroom

Strategies to allow mobile devices into classrooms



1. The Internet houses a wide variety of potential lesson ideas for embedding mobile technologies into lesson plans. In particular, I liked the Innovative Educator’s example of using a mobile phone and the avatar building program Voki within a poetry unit. Students would not only choose an avatar who reflects the tone and theme of the poem they want read; but also make decisions about the pause, pace and tone of the Voki avatar themselves.


2. Contour Education have some incredible professional development opportunities and online resources that centre around GPS enabled mobile devices being used in conjunction with google maps/google earth for orienteering and virtual field trips in the KLAs of geography and history.



3. Personally, I would be lost without the organisational apps on my iPhone. I regularly keep track of events, appointments, due dates, etc with my iCal app and strategically set alarms to remind me of such things prior to the events. Why then can’t we allow our students to organise themselves in the same manner? Why can’t they use mobile phones to add assessment dates, college events and general reminders?



4. Joseph Rene Corbeil and Maria Elena Valdes- Corbeil explain that students can use their ipods not only as a device to download podcasts of relevant instructional material, but can also download e books and audio books on them. There’s a multitude to free ebook apps available, most with a selection of free books to download.

As a teacher-librarian-in-training, I acknowledge that my role as teacher librarian will be one of digital leadership. It is here that my biggest fear of mobile technology exists. Confidently advocating the viable pedagogical opportunities available for teachers to use mobile medias in their classroom; gaining the support and confidence of school administrative leadership teams to change school policy to enable the use of mobile technologies; and gaining the trust and support of the student parent body along with the wider community to allow modern technologies to be used as tools to shape the educational future of their children is a big ask. Again, I turn to the Innovative Educator who believe the answer to be in building relationships with all stakeholders, including myself. To trust in myself and to let go of the fear.

Any growth requires a temporary loss of security (Madeleine Hunter)

References

Corbeil, J.R. & Valdes-Corbeil, M.E. (2007). Are you ready for mobile learning: Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching. Educause Quarterly. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AreYouReadyforMobileLearning/157455

Engel, G, Griffith, R, Newcomb, S, Nielsen, L, Suter,J & Webb, W. (2010). 10 Proven strategies to break the ban and build opportunities for student learning with cell phones. The Innovative Educator. Online: http://theinnovativeeducator.blogspot.com/2010/11/ten-building-blocks-to-break-ban-and.html

Pei-Luen, P.R. & Qin Gao, L.W. (2005). Using mobile communication technology in high school education: Motivation, pressure and learning performance. Science Direct. Online: http://www.sciencedirect.com.ezp01.library.qut.edu.au/science/article/pii/S0360131506000601

Papert, S. (1999). Child psychologist Jean Piaget. Time Magaizine Retrieved From http://www.time.com/time/magazine/article/0,9171,990617,00.html

Five reasons to check out Slide2Learn

This post details five reasons why you should check out an online resource relevant to mobile technology called Slide2Learn.

[One]  Slide2Learn is a ning compiled by a team of seven teachers from around Australia.  In essence it is an online resource provided by teachers for teachers.  Their common interest in the use of the iPad, iPod and iPhone in the classroom brought them together online.  Their ning provides teachers and administrators with access to a variety of resources contributed to by their members, which now number over 750 from around the world.  Not only does the ning offer resources but members can share their experiences and approaches.  One example is provided below of St Catherine's in Brisbane.   This prezi details the stages they worked through when planning the implementation of their iPod trial.   These resources can prove invaluable for schools who may also be considering such mobile adoption.

St Catherine's iPod Trial on Prezi

[Two]  Although Slide2Learn clearly have an Apple-focussed delivery of mobile technology in the classroom, their ethos is to minimise vendor presence at their events and on their ning.

[Three] Slide2Learn resources include the provision of videos and presentations which address, for example, usage policies and reflections of schools implementing mobile technology.  There's a Beginner's Guide provided which is supported by a video introduction (see below).  The guide takes teachers and administrators through the basics when considering the implementation of such mobile technology in their classrooms.

 

[Four]  The ning also supplies its members with access to a forum and to events held by Slide2Learn. 

[Five]  A few of the seven member team that established Slide2Learn have also set up their own blogs and they include:

Personalising Learning with the iPod Touch
Learning with the iPod
Epsom iPad Trial
Travelearning
uLearning Blog

If you or your school are considering the introduction of the iPod, iPad or iPhone for use in the classroom then this ning would be a good place to start.

Have you come across any other similar resources?  Please share links below.

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

Where Are All the Books?

http://abcnews.go.com/Technology/ipods-laptops-replacing-school-textbooks/story?id=8563292

This news article provides and interesting account of how there is a very real potential for mobile media to completely take over the educational system and make text redundant.

“For generations, school meant books -- lots of books. But not anymore. Around the country, from high school to grad school, textbooks are getting harder to find. Technology has made the library something that can fit into the palm of your hand.”

This is quite an eye-opening and almost horrifying concept for a paper lover like me. While as a teacher and avid user of technology and its many facets, I understand that it is important to implement mobile technology in the classroom. However, I did not realise that in some educational contexts and institutions, it was completely redundant.

Martin and Brouwer provide several reasons for this move away from paper material toward digital technology. While this is an American article, it can be assumed that eventually, ideas and practices will filter down and affect Australian teachers. Once particular school in America (Cushing Academy) dismantled their library entirely because it decided that its resources could be better used if they were electronic. Essentially, this means that students are more likely to use e-books and digital resources for directly from their laptops, rather than print materials. While there is underlying logic in this response to technology, I ask teachers reading this blog whether they think it is beneficial for students to be in a library environment that does not value print media.

The article also suggests that print materials are extremely expensive as they need to be constantly updated. However, mobile technology such as a laptop is less expensive in the long run as update to programmes and files happen automatically.

“There is another strike against traditional textbooks: They go out of date, sometimes within a year or so, and replacing them can cost a school district hundreds of thousands of dollars. But with new technology like e-books or handheld devices, updates can happen instantaneously.”

The ideas and actions by schools accounted for in this article suggest that mobile technology is having a ver profound impact on education, its teacher and its students. The evidence that the article provides suggests that students and teacher are reacting to the changes positively, with teacher adapting their teaching strategies to use new mobile technologies like iPods. Students are also adapting (at differing rates). However, again, I ask Australian teachers whether it is viable to completely rule out paper based learning, or can the two work together in a classroom?

References

Martin, R and Brouwer, C. (2009). Schools dump texxtbooks for ipods, laptops. Retrieved October 9, 2011 from http://abcnews.go.com/Technology/ipods-laptops-replacing-school-textbooks/story?id=8563292