Wireless and mobile technologies to enhance teaching and learning (original) (raw)

Implementation and evaluation of three learning activity levels in wireless learning environment

The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education, 2004. Proceedings., 2004

With the emergence of information technology, wireless communication and mobile devices are the newest applications in education. The wireless technology enhanced classroom (WiTEC) integrates wireless local area network, mobile learning devices, and client-server architecture to support instruction and learning activities in classroom. This paper introduces the framework of three learning activity levels, namely learning function, learning episode, and learning flow, as the basis to design and develop an integrated system to support various kinds of learning activities in WiTEC. A teacher can use the system to form new learning flows before class and to implement them in class. A two-stage evaluation was conducted in three elementary classes to investigate the usability and feasibility of the proposed system. The participated teachers indicated that the integrity mechanism of three learning activity levels eases the burden of preparing, implementing, and reviewing instruction and learning.

APPLYING WIRELESS TECHNOLOGY TO TEACHING ENVIRONMENT

On this paper, an online virtual environment to increase student participation in a classroom teaching situation is presented. The presented teaching environment allows students to give anonymous real-time feedback for the teacher. Teacher sees the feedback immediately and has a possibility to react depending on the given comments. This environment is based on the use of modern wireless communication technologies.

Enhancing the in-classroom teaching/learning experience using wireless technology

2003

The widespread use of wireless technologies in our everyday lives has made their application to electroniclearning (e-learning) environments, such as the classroom, imminent. However, there are several security and authentication issues that must be addressed before wireless devices can be used in any teaching scenarios including those requiring examination/testing. This paper addresses some of the issues that currently hinder (and complicate) the introduction of such devices to the classroom. We discuss and propose solutions to the challenges of providing a secure, non-distracting, web-based wireless environment suitable for both class lectures and quizzing scenarios. We present a novel system which, regardless of class size, authoritatively determines who is logging on to utilize an elearning application and whether a student is accessing the application from the classroom or otherwise. The system also allows for the instructor to monitor the ways students use their wireless devices, an issue critical to maintaining integrity especially in quizzing situations. In addition to being secure, we propose a system flexible enough to allow an instructor to selectively control Internet, intranet or Virtual LAN (VLAN) resources students have access to. Our proposed system provides a secure and easily adaptable environment that allows for the development of secure elearning applications which will significantly enhance the classroom experience for both instructors and students.

Teaching in a wireless learning environment: A case study

Although wireless and mobile technology is regarded as a useful tool for enhancing student-centered learning, few studies have explored the factors that may affect the application of this emerging technology in classroom situations. Accordingly, this study selects three factors (instructional belief, instructional routine, and features of wireless and mobile technology) via literature review, then utilizes a case-study method with a focus class and teacher to explore the effects of these factors on teaching in wireless environments. The main study results are summarized as follows: first, the case teacher held positive beliefs regarding student-centered instruction and innovative technology, but the teacher's instructional practices were significantly restricted by the teacher-centered approach. This inconsistency between instructional beliefs and practices resulted in the teacher being willing to apply wireless technology but unable to bring it into full play. Second, the strong stress and misgivings about changes in instructional methods prevented the teacher from altering instructional routines. The contrast between student expectations regarding technological applications and the practical application of technology by teachers caused negative reciprocal effects. Finally, the workshop that adopted top-down dissemination and did not use on-site support in this study cannot encourage changes in instruction methods used by teachers. It is recommended that effective learning communities and teacher development programs be developed.

Wireless Learning Technology in Higher Education – a Case Study in Singapore

GSTF Journal on Computing (JoC), 2013

Wireless Learning Technologies (WLTs) are set to replace the traditional methods of information sharing and set the trend for future information presentation and collaborative multiuser sharing. Wireless learning technologies (WLTs) used in education include mobile technologies such as smartphones, tablets and laptops as well as systems designed to be used specifically in technology-rich collaborative learning spaces. Such spaces are networked both technologically as well as through student-to-student interactions. This paper undertakes a literature review of wireless learning technologies for multi-platform compatibility over a multitude of personal devices and operating systems. It discusses the use of WLT for new collaborative spaces of learning. The paper further undertakes a comparative descriptive analysis between a space recently discussed in the teaching and learning literature with a case study of one classroom based on the authorial team's participation and observation.

Pedagogical interaction management using wireless technology

Proceedings. 2004 International Conference on Information and Communication Technologies: From Theory to Applications, 2004., 2004

The interactions between the teacher and the students are central within face-to-face learning. However little of this interaction is written down and kept for further use. In this paper we propose to computerize some pedagogical interactions occurring in class, so that the learner could store all the results of the pedagogical activity. Furthermore, the teacher is able to complement and go through the pedagogical resources for future uses. Our paper studies the contribution of a wireless classroom, and presents the hardware and software required to implement them. An experiment schedule and the first results are presented in order to study the feasibility and interest of our approach.

Concept and design of Ad Hoc and Mobile classrooms

This investigation describes the concept of mobile learning and the design of Ad Hoc and Mobile classrooms. Four classes of mobile learning and implementation of Ad Hoc and eSchoolbag systems are presented. The paper discusses the development of advanced wireless technologies for building an ad hoc classroom to create a modern and new learning environment. As in a traditional classroom, information technology is developed to provide the teacher with aids, such as a blackboard, a board rubber, coloured chalk, a microphone, a voice recorder, a video recorder, and so on, to support teaching and discussions. Additionally, students are provided with an electronic schoolbag which contains electronic books, a notebook, a parents' contact book, a pencil case, writing materials, sheets, a calculator, an address book, and other items. Taking lessons in a lively, vivid and new learning environment, it is expected that students will improve their learning performance with perhaps less attendance in a physical classroom and they gain the flexibility of being able to learn at their own convenience.