The Diffusion of Mobile Devices in the Classroom
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The Diffusion of Mobile Devices in the Classroom by Devonee Trivett for Diffusion of Technology in Education, EDUC 7102. with Dr. Green, Walden University, Summer 2013. Mobile Devices, such as Smartphones or Tablets in the classroom.

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The Diffusion of Mobile Devices in the Classroom by Devonee Trivettfor Diffusion of Technology in Education, EDUC 7102

with Dr. Green, Walden University, Summer 2013


Mobile devices such as smartphones or tablets in the classroom
Mobile Devices, such as Smartphones or Tablets in the classroom

  • Mobile devices, such as Smartphones or Tablets in the classroom, are innovations that will foreseeably be adopted by a majority of students in the near future, because mobile devices have reached a point of critical mass acceptance in our society.


The main advantages aiding diffusion are
The main advantages aiding diffusion are: classroom

Advantage #1: Relevance for Today

  • Mobile Devices make learning accessible to the 21st Century Learner, and it supports the skills

    needed such as personal management, digital literacy, collaboration, creativity and communication.


Advantage 2 effective assessment
Advantage #2: effective assessment classroom

  • Mobile Devices in the classroom provide assessment capabilities through feedback from peers and from teachers for planning, implementing, assessing and revising.


Advantage 3 students as innovators
Advantage #3: students as innovators classroom

  • Mobile devices, and the myriad of capabilities they open up for individual learning, allow for students themselves to be innovators.


Advantage 4 enhanced collaboration
Advantage #4: Enhanced Collaboration classroom

  • Collaboration activities are enhanced with Itablets and other mobile devices is enhanced.


Barriers include
Barriers include: classroom

  • Cost, Investment of Time Training,

  • A necessary period of trial and error,

  • And, mainly, the existing culture of resistance within educational institutions. Existing social and political systems that resist adoption of this innovation is the main barrier to full adoption of mobile devices in the classroom.

  • This is most likely due to fear or lack of understanding.


The main barrier the late majority
The main classroombarrier, the late majority

  • Existing social and political systems that resist adoption of this innovation is the main barrier to full adoption of mobile devices in the classroom, however, convincing early adopters is the most effective strategy for achieving full adoption of mobile devices.


Most students themselves will not resist this technology
Most students themselves will not resist this technology classroom

  • Most high school students today are already adept at using mobile devices for research, communication and problem solving.


Students embrace ed tech
Students classroomembrace ed tech

  • Most high school students today are already adept at using mobile devices for research, communication and problem solving because computer and Internet use at home has reached a critical mass.


Opportunities for learning with mobile devices in the classroom are
Opportunities for Learning with Mobile Devices in the classroomClassroom are

  • curriculum-based learning through student blogging, film-making for presentations online and in the classroom

  • Mobile devices, such as the Ipad, in today's classroom provide opportunities for collaboration and information gathering in all subject areas. 


Resistance minimi zation strategy connectiing to existing values and goals
Resistance classroomminimization strategy: connectiingto existing values and goals

  • What is to be gained for students in the long run? Successful attainment of learning goals. Educating resistant adopters, such as decision makers and instructors, is worthwhile. This requiresa strategic plan for introduction and sustaining of mobile devices in the classroom through connecting the goals of educators to the logical adoption of technology in their classroom.


Strategic plan for diffusion of mobile devices
Strategic Plan for Diffusion of Mobile Devices classroom

  • Resistance to this technology can be minimized through the use of on-going professional development and trainings on the many uses and benefits of mobile devices in the classroom,

  • Information exchange among peers, and

  • instructor-monitored ‘kid blogs” which make safety and control manageable.


Diffusion research supports adoption
Diffusion Research Supports Adoption classroom

  • Rogers (2003) explains that the adoption of an innovation, such as the mobile device in the classroom, will need to reach a critical mass, and based on the findings of the research of  Rossing, Miller, & Cecil (2012), this is, or will be. or already has been attained for adoption of mobile devices in the classroom.


The current numbers indicate significant growth in adoption of these devices in the classroom
The current numbers indicate significant growth in adoption of these devices in the classroom.

4.5 Million (and Counting) iPads in U.S. Schools

Hill, S. (2012) http://www.digitaltrends.com/mobile/tablets-invading-the-classroom/


The future is promising for mobile devices in the classroom
The future is promising for mobile devices in the classroom. of these devices in the classroom.

  • Using this technology supports a social constructivist approach to teaching and learning.

  • This innovation allows teachers to differentiate their instruction to different learning styles

  • it allows also students to apply their learning in simulated environments with other students, and

  • it has a proven record for opening up learning beyond the classroom walls (Rossing, Miller, & Cecil).



Mobile devices will most likely be adopted in our future classrooms
Mobile astronomical rateDevices will most likely be adopted in our future classrooms.

  • Mobile devices have reached a point of critical mass acceptance in our society, and it will our students to be prepared for this phenomenon through investment in these devices and through professional development opportunities for our teachers.


References
References astronomical rate

  • Annual Conference on Distance Teaching and Learning. (n.d.). Retrieved fromhttp://www.uwex.edu/disted/conference/

  • Allsop, Y. (2011, August 28). Children's Perception of Learning with Educational Games Using iPod Touches. Online Submission

  • Bonnington, C. (Jan. 23, 2012). iPad a solid education tool, study reports. Wired @ http://www.cnn.com/2012/01/23/tech/innovation/ipad-solid-education- tool/index.html

  • Hill, S. (2012) http://www.digitaltrends.com/mobile/tablets-invading-the-classroom

  • International Society for Technology in Education. (n.d.).  Retrieved from http://www.iste.org/welcome.aspx

  • Laureate Education, Inc. (Executive Producer). (2008). Diffusion and integration of technology in education. Baltimore, MD: Dr. David Thornburg

  • Quillen, I. (October 15, 2010) Schools open doors to students' mobile devices. Education Week @ http://www.edweek.org/dd/articles/2010/10/20/01mobile.h04.html

  • Rogers, E.(2003). Diffusion of innovations New York, NY: Free Press.

  • Rossing J, Miller W, Cecil A (2012) Stamper S. iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets. Journal Of The Scholarship Of Teaching And Learning [serial online]:1-26. Available from: ERIC, Ipswich, MA.


References continued
References (continued) astronomical rate


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