Often described as a ‘Swiss Army knife’ type data collection tool, the iPhone has a variety of features that are easily accessible. It can access the internet, includes an SMS application and has a predictive QWERTY keyboard that corrects errors. Productivity tools such as calendars, diaries and notes can be used in classrooms of all ages. Apple advertises that there are hundreds of thousands of applications available, some free and some at a cost, making the iPhone a mobile communication device with great leverage.
While students may see their phone as a social networking device, educators of today’s 21st century learners must see beyond this and with policies, planning and effective teaching pedagogies, encourage student to use their phones anytime, anywhere for educational benefits. A mobile phone can accomplish much of what a computer can do, yet are smaller and more mobile.
In contrast to the teacher’s lament that most children have mobile phones and are forever being confiscated, The Australian Bureau of Statistics survey on Children's Participation in Cultural and Leisure Activities, Australia, April 2009, claimed that 31% of children owned their own mobile phone. How do we, as educators, assist those students who do not have access to a mobile device? Possibilities are class sets of used mobiles donated by the community, working collaboratively in groups or students using their own.
As with all technological change, the advent of new devices brings negativity and doubts. The catch cry of ‘anywhere, anytime’ does need monitoring – speaking from experience, there are times and places within the school setting that are not appropriate! Other negatives are listed as distractions resulting in lack of attention and productivity; we fear for children’s safety and also our lack of control over content being explored and cost and access to networks and data plans can be expensive.
However, the use of mobile phones in education allows for connectivity, seamless collaboration, simultaneous engagement and an authentic audience for the products created. Educators must work to ensure that every young person has access to tools, skills and experiences needed to participate, as well as giving students the cultural competencies and social skills they need in their future roles as 21st century people.
References:
age. (n.d.). 4901.0 - Children's Participation in Cultural and Leisure Activities, Australia, Apr 2009. Australian Bureau of Statistics. Retrieved October 1, 2010, from http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4901.0Main%20Features9Apr%202009?opendocument&tabname=Summary&prodno=4901.0&issue=Apr%202009&num=&view=
AmoartsGaudi. (n.d.). YouTube - Mobile learning (iPhone) . YouTube - Broadcast Yourself. . Retrieved October 6, 2010, from http://www.youtube.com/watch?v=w7bsOdbhZWI&feature=player_embedded
Cool Cat Teacher Blog: Making the Case for Cell Phones in Schools. (n.d.). Cool Cat Teacher Blog. Retrieved October 1, 2010, from http://coolcatteacher.blogspot.com/2009/03/making-case-for-cell-phones-in-schools.html
Pupils given free iPhones to use in classes as 'educational tools' | Mail Online. (n.d.). Home | Mail Online. Retrieved October 3, 2010, from http://www.dailymail.co.uk/news/article-1234759/Pupils-given-free-iPhones-use-classes-educational-tools.html
Therese, I enjoyed following the links in your post, particularly the one to the Cool Cat Teacher Blog, which I spent some time exploring. The blog post that you are referring to is certainly a thought provoking read. I like the idea of anytime, anywhere learning…and I’m a shocker for it myself - I am never off my mobile media. I just wonder if, like me, sometimes students get overwhelmed by their lack of downtime (she says as her email blips and her mobile beeps). I don’t know what the answer is. Some of the research seems to indicate that students of today do indeed cope with being ‘always on’, some says the opposite. I suppose time will tell, this area of research has exploded rapidly.
ReplyDeleteI liked your analogy of the iPhone being a ‘swiss army knife’. That term could be used to describe much of the mobile media with which student engage, certainly the netbooks in my library. The e readers are a bit different (well the dedicated e readers like the Kindle) in that they are really only useable for one purpose…reading. Perhaps this is a deliberate decision?
This post ‘What is mobile media? News article about technology and primary school classrooms’
by one of the groups in this subject, ‘Culture Vultures’ has some similar ideas to yours, I enjoyed reading both your posts side by side.
Therese, your blog entry has prompted me to rethink the current practice and policies which exist in my school setting. Current school policy, developed at least 8 years ago dictates that students are required to sign their phone in and out of the office. Upon reflection however, a school environment which struggles to keep pace with integrating technology within curriculum, could be using these tools to enhance existing learning experiences. There it is, a tool which has potential to transform teaching practice, and provide opportunities for information literacy skill development and what are we doing? Locking it away!!!! It is indeed time to “unlock” these resources, and look at school policy, and how we can use these tools to enhance existing curriculum practice.
ReplyDeleteTherese I found the statistics you provided in regards to the percentage of mobile users interesting. Once again, like any other technological gadget, as educators we are faced with the ethical dilemma which occurs because of the digital divide between the "haves and the have nots." Your suggestion of working collaboratively using available tools is a practical one, not just from a financial standpoint. As we know one of the key characteristics of learners today is their ability to work collaboratively in a variety of contexts. It is clear to see that mobile phone technology has the potential to enhance the existing experiences within a learning environment.