K-12 mobile learning (original) (raw)

Mobile Learning in K-12 Education: Personal meets Systemic

This paper details one school’s approach to mobile learning. It provides a model for approaching such learning that takes into account the cultural contexts, dynamic nature of digital change, and school structural challenges that all play a part in determining worthwhile education appropriate for the Digital Age. Through detailing several stages that the school has undertaken to build deep teaching and learning opportunities, insights into how mobile learning is part of an evolutionary approach that educational institutions can take on is provided. Case Study analyses are included to provide practical perspectives. This model is adaptable, but contains a core commitment towards incorporating digital learning through mobile devices as an integral part of any school’s teaching and learning approach.

Mobile Learning in and out of the K-12 Classroom

Advanced Methodologies and Technologies in Modern Education Delivery

Today there is widespread ownership of mobile technology, including mobile phones, tablets, Chromebooks, among school-aged youth. To wit, researchers report that nearly 70% of 8- to 18-year-olds own their own mobile device. In parallel with increased accessibility and usage, researchers in various fields of education have begun to explore how mobile technology can impact teaching and learning. In this chapter, the work of pioneering scholars in the area of emerging technology in K-12 education are discussed. Next, a description is provided of the current scientific knowledge on the ways in which mobile technologies are used by students in K-12 education. Then, important research is reviewed that highlights the added effects of mobile technology to support non-traditional learners. Lastly, recommendations for future lines of investigation and further reading are discussed.

The use of mobile devices in the students' learning process on elementary and secondary school

" If we want students to become smarter than a smartphone, we need to think harder about the pedagogies we are using to teach them. Technology can amplify great teaching but great technology cannot replace poor teaching " (OECD, 2015). Nowadays, the Neumann Galaxy lives together with the Gutenberg Galaxy. Both printed books and mobile devices can be applied in education. The following question often arises: In which proportion should they be used by teachers and by students? We believe in the learner-centred pedagogy and we analyse this question from the student's side. We are focusing on the types of mobile learning. Mobile devices allow the students to develop innovative learning skills. The question is, whether they can leverage these potentials? Do they know the relevant online curriculums, platforms and applications? Do they have incentive for integrating mobile devices in their learning process?

Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

2015

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the early uses of mobile computing devices in these K-12 classrooms. With data from nine purposively selected teachers, participant descriptions were developed and five themes emerged that included (a) ownership and control impacted use of mobile computing devices; (b) administrators champion teachers’ uses of mobile computing devices especially for student accountability; (c) teachers use devices to enhance their curricula and as motivation for their students; (d) teachers receive and seek out relevant professional development; and (e) technical issues were common, but support was available. Implications of these themes are also considered.

Mobile teaching and learning in the classroom and online: Case studies in K-12

Handbook of mobile learning , 2013

In this chapter, we describe two projects to integrate mobile teaching and learning into K-12 schooling. First, we consider the rationale for increased use of mobile devices with today’s students, and we describe a professional development program to deploy iPads to classroom teachers. Next, we discuss the growth of K-12 online learning, and we describe a project for students enrolled in an online Advanced Placement course was delivered through a mobile learning content management system. Lastly, we discuss some of the lessons learned from these pilot projects and some of the promise and challenges of mobile teaching and learning.

Students learning with mobile technologies in and out of the classroom

This chapter addresses the research question of how learners utilize hand-held mobile technology (e.g., iPods, iPads, BlackBerry ™ devices) for learning at varying levels in education. Mobile technology is an "anywhere, anytime", creative learning tool that has the potential to support the development of self-regulated learners. The chapter examines user-defined utilization of the mobile technology in both elementary and higher education settings (Wood, Mueller, De Pasquale, & Cruikshank, 2011) through two separate studies. The first study is a longitudinal examination of the implementation of BlackBerry ™ devices in a graduate business administration program. The second study is a comprehensive examination of the integration of digital mobile technology in the form of iPods and iPads in an elementary school. Specific student use, independent of prescribed teacher use, is considered in examining the self-regulated learning supported by the mobile technology.

Uses and effects of mobile computing devices in K-8 classrooms

2005

Abstract This preliminary study employed mixed methodologies to explore students' use of mobile computing devices and its effects on their motivation to learn, engagement in learning activities, and support for learning processes. Data collected from students in four elementary and two seventh grade science classes in Northeast Ohio included usage logs, student work samples, student and teacher interviews, and classroom observations.