1 / 26

Implementing Mobile Learning School Programs

Implementing Mobile Learning School Programs. A/Prof Boris Handal The University of Notre Dame Australia. We were warmly received by the North American weather. The Sample.

caitir
Download Presentation

Implementing Mobile Learning School Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Implementing Mobile Learning School Programs A/Prof Boris Handal The University of Notre Dame Australia

  2. We were warmly received by the North American weather

  3. The Sample Over 100 top educators were interviewed at nearly 30 educational sites (teachers, principals, district superintendents and academics) in Australia, Canada and the United States to study the implementation of mobile learning programs in schools.

  4. The Data Evidences of good practice were collected, through interviews and classroom observations, on teaching and learning, IT infrastructure, digital citizenship, equity and professional learning. Grounded theory was used to generate new theoretical frameworks based on the data collected.

  5. Research Questions 1) To which teaching problems mobile learning is a solution?2) How learning experiences can be better enhanced/supported through mobile learning?3) What are the instructional, curricular and logistics implications of BYOD or to one-to-one deployments?4)  How to empower teachers to develop practices to utilise mobile devices in teaching and learning?5) What is the role of the school in teaching digital citizenship in schools?

  6. The Main Findings 1) There is not unified vision as to how to implement mobile learning2) Teachers cannot conceptualise various mobile learning apps task orientations3) Strategies to build institutional and professional capacity are largely grassroots4) Institutional decisions about whether to go on a BYOD or One-to-One deployment are mostly idiosyncratic.

  7. A Mobile Learning Ecology

  8. BYOD or One-to-One? • Financial considerations • Pedagogical considerations • Technical considerations • Equity considerations

  9. BYOD modes by OS and functionalities –Zone of Free Movement

  10. BYOD and Age

  11. What are the instructional situations to which mobile technology makes a positive difference?

  12. Modular Learning • Mobile technology appeals to students and teachers because fosters modular learning. • Modular learning is about a pedagogy that is self-contained, theme-driven and student-controlled. • Inspired on the Cognitive Tools approach

  13. Cognitive Tools (Mind Tools) • Technology as a vehicle to an end (eg, prosthetics, amplifiers, re-organisers) • "Cognitive Tools aid cognition through interactive technologies that expand the mind" (Lahoje, 2005). • Every cognitive tool embeds a particular purpose based on a particular theory

  14. The New Citizenship • What means to be a good citizen? • What does it look like in the digital environment?

  15. Digital Citizenship Trends • Global debate between central versus distributed policy design • DC Movement from prescription to empowerment • Abandonment of the DC filtering model • Embedding DC gradually across the curriculum • Proliferation of open access DC sites

  16. A Digital Citizenship Capability Capability: “a developed capacity to think and act in well-defined sphere of activity and purpose” (Arbab, Correa & Anello, 1998)

  17. Knowledge (What) • Etiquette: electronic standards of conduct or procedure • Communication: electronic exchange of information • Education/Literacy: the process of teaching and learning about technology and the use of technology • Access: full electronic participation in society • Commerce: electronic buying and selling of goods • Law: electronic responsibility for actions and deeds • Rights and Responsibilities: those freedoms extended to everyone in a digital world • Health and Wellness: physical well-being in a digital technology world • Digital Security (self-protection): electronic precautions to guarantee safety (Ribble, 2009)

  18. Integrity Attitudes (Why) Self-discipline Respect and Protect • yourself • others • intellectual property (Alberta Education,2012) Kindness Courtesy Friendliness Trustworthiness

  19. Skills (How) • Apply the principles of digital safety and security in their personal lives • Demonstrate acceptable legal and ethical behaviours within the digital environment • Weigh the implications of membership to digital communities and social media • Be able to critically use digital information for his/her own benefit (Hollandsworth et al., 2011; Haan & Sonck, 2012).

  20. The Six School Conversions http://www.usethistip.com

  21. Curriculum Articulate technology to current school programs Digital citizenship education Embedding new pedagogies Teachers Peer coaching Interest groups membership PD sharing orientation School Admin Transitioning strategy Provision of devices to teachers Tech/ped specialist support in situ Students School IT committee membership School helpdesk volunteering Guest speakers in teachers PD events Parents BYOD / One-to-One consultation Policy-making ICT training in school System eLearning blueprints IT system fitness Guidelines system imperatives

  22. The TODI Transition Model

More Related