MOTILL: Mobile Technologies in Lifelong Learning–Best Practices (original) (raw)
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Introduction ................................................................................... 3 Key Messages for schools ................................................................. 3 Participating schools........................................................................ 5 School policies ............................................................................... 6 Uses in specific subjects .................................................................. 7 Why teachers in this project decided to use mobile phones ................... 8 What happened when teachers and students used mobile phones in class9 How the experience affected attitudes and behaviour ......................... 13 How schools can introduce mobile phones into curriculum activities ..... 19 A new approach to policies ............................................................. 24 A note on our methods .................................................................. 25 Acknowledgements ...........
The learning landscape is undergoing fundamental changes, requiring new methods and perspectives to capture the new capabilities and learning processes that have emerged because of the basic technology infrastructure and tools generally available and the augmented capabilities that learners have through the use of such tools. Approximately 90 leading researchers, policy makers and practitioners spanning all continents, gathered in Borovets, Bulgaria, September 18-20, 2017 to define action items. A CALL TO ACTION STUDENTS AND LEARNING WITH ICT To recognize that digital agency, as an individual's ability to control and adapt to a digital world, is a critical goal for social, civic and economic well-being. To recognize that citizens including young people are able to engage as producers rather than consumers in order to shape the interaction between technology and society. To create awareness of family, community and peer challenges for promoting digital citizenship and new o...
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, having an active role as a researcher, tutor, supervisor, lecturer and program manager. He is active in research, with papers presented at international conferences and published in academic journals. His research interests are in the fields of social media, web 2.0, communities of practices, e-learning in which he is actively involved in several international research projects. He is currently a doctoral researcher at the University of Eastern Finland and a faculty member at Bahrain Polytechnic.
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Search for book at Amazon.com Making predictions about the role a given technology will play in our lives is difficult. Would it have been possible, for instance, to a prognosticator a hundred or so years ago, seeing the first automobile, to predict that this technology would one day provide employment to hundreds of thousands of people across the world while, at the same time, leading to urban sprawl, traffic jams, pollution, and wars in the Middle East? Clearly, our predictions need to be tinged with a touch of humility. This humility is as essential when we consider technologies that have been predicted to transform education and learning. One of the most significant technologies today is the mobile device, which has transformed many aspects of our lives. In fact, a recent UNESCO report suggests that more than six billion people have some form of access to a working mobile device-more, as it turns out, than have access to toilets and drinkable water. Mobile Learning: Perspectives on Practice and Policy is a collection of articles on research and practice around mobile technologies and their implications for education. In an attempt to process the rapid growth of mobile technologies, Herro, Arafeh, Ling, and Holden have garnered perspectives from a range of academics and practicing educators, addressing issues of access, professional development, digital citizenship, corporate involvement in education, and mobility. The book is divided into three parts, each consisting of four chapters, focusing on policy, community, and pre-K-12 contexts. The arguments for using the mobile device in the classroom come with a hint of optimism, as contributors note its potential to provide opportunities for students to explore, share, and learn. Additionally, the capacities of the mobile device to bring social change, to reach beyond local contexts, and to represent marginalized voices are highlighted as well. The use of a technology that allows exploration of a potentially infinite range of possibilities and opportunities is emphasized as a natural part of human discovery and expression.
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