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ADFI USQ

A Free Comprehensive Guide to iPad Apps Evaluation - 0 views

www.educatorstechnology.com/...ensive-guide-to-ipad-apps.html

ipad evaluation mobile

shared by ADFI USQ on 03 Sep 12 - No Cached
  • ADFI USQ on 03 Sep 12
     
    iPad is probably one of the most used tablets by educators. Based on your wide interaction with the previous post entitled " 8 Free Resources on The Use of iPad in Education " together with some emails I got from some of   you I learned that you are looking for more resources particularly apps to use on the iPad . Well Silvia Tolisano has some good news for you. She has made a great guide on evaluating iPad apps.
ADFI USQ

8 FREE RESOURCES ON THE USE OF IPAD IN EDUCATION - 0 views

www.educatorstechnology.com/...sources-on-use-of-ipad-in.html

mobile

shared by ADFI USQ on 03 Sep 12 - No Cached
  • ADFI USQ on 03 Sep 12
     
    I know that most of you have got a tablet device of some sort but if it happens that you have an iPad then this post will relate to you more. Below is a set of resources dedicated exclusively to the educational uses of the iPad. Emerging Ed Tech has done a great job in providing this list. Check them out.
Angela Murphy

ScienceDirect.com - Computers & Education - An interactive concept map approach to supp... - 1 views

www.sciencedirect.com/...S0360131511001400

mobile learning research

shared by Angela Murphy on 13 Nov 12 - No Cached
  • Angela Murphy on 13 Nov 12
     
    Mobile and wireless communication technologies not only enable anytime and anywhere learning, but also provide the opportunity to develop learning environments that combine real-world and digital-world resources.
Sharon Rees

mLearning: Anytime, anywhere learning transcending the boundaries of the educational bo... - 0 views

link.springer.com/...fulltext.html

mlearning

shared by Sharon Rees on 05 Dec 12 - No Cached
  • In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined.
  • An annual report, by The New Media Consortium, reveals that mobile learning and cloud computing are poised to reach widespread adoption in schools in one year or less, with game-based learning and open educational content not far behind (Devaney 2011).
  • Options like eLearning, and home-based learning are attracting students away from traditional settings at every level of education. The at-your-own-pace, convenience of space, and often lower costs these alternative educational settings offer appeal to an increasingly growing learner base.
  • ...4 more annotations...
  • Mobile Devices are defined by several criteria: Form, connectivity, and state.
  • The mLearning environment is at-you-own-pace, just in time, and on-demand, not limited by a hard line connection and with the equipment that is often cheaper than a desktop and/or laptop computer.
  • . Dissatisfaction with the status quo: may come from teachers who are not motivated to consider change in their teaching procedures.  2. Knowledge and Skills Exist: a teacher must possess the competencies to teach students the use of these tools  3. Resources are available: tools and relevant materials are accessible to assist learners to acquire learning objectives.  4. Time is available: Paid time. Teachers need time for in-service training; they need time to revise existing teaching plans; they need time to practice with new materials; they need time to try out and evaluate new teaching procedures.  5. Rewards or Incentives Exist for Participants: Why should anyone change? If current practice is going reasonably well, why risk new techniques? Whatever the reward, intrinsic or extrinsic, it should be there in some form.  6. Participation is Expected and Encouraged: Shared decision making, individuals should be involved in the decisions that will affect them. Participation may occur at many levels: during problem identification. During consideration of alternative solutions, and during decision making when new programs or approaches are adopted.  7. Commitment by Those who are involved: Administrators should provide clear and visible support that endorses implementation.  8. Leadership is Evident: Leaders should insure that the necessary training is given and the materials to do the job are easily available; they are available for consultation when discouragement or failure occur; and they continually communicate their enthusiasm for the work at hand.
  • Through a review of past empirical studies, Hew and Brush (2007) found a total of 123 barriers in providing technology integration barriers, the authors classified them into six main categories: (1) resources, (2) knowledge and skills, (3) institution, (4) attitudes and beliefs, (5) assessment, and (6) subject culture. The greatest attribute of successful diffusion of innovation, which transcends all other aspects, is value. The merit or worth (value) placed on an innovation by a community is directly related to its ability to inform educational practice. Through usage and personal adoption, the whole educational community (administrators, teachers, student, and parents) has placed high value on trending mobile technology.
  • Sharon Rees on 05 Dec 12
     
    In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined.
Angela Murphy

General mobile learning pilot and exploratory studies - 0 views

Links to resources on current and future mobile learning pilot initatives across disciplines and contexts

Mobile learning; Pilot

started by Angela Murphy on 08 Aug 12 no follow-up yet
Angela Murphy

They Love It, but Do They Learn from It? Evaluating the Educational Impact of Innovations - 0 views

serc.carleton.edu/...2086.html

evaluating learning

shared by Angela Murphy on 25 Sep 12 - No Cached
  • Angela Murphy on 25 Sep 12
     
    Abstract - The SECAL (Situated Evaluation of Computer-Assisted Learning) framework offers a broadly based method for evaluating learning with technology in its many forms and implementations. Central to the framework are detailed and discipline-specific definitions of learning and corresponding descriptions of innovative study environments designed to exploit the potential of technology to support achievement of high quality learning goals. The objectives are to collect evidence of how these environments may or may not lead to effective learning and to identify what, if anything, might be done to improve the prospects. The concept of situation implies the need to evaluate contextual influences as well as how students and lecturers actually use technology. This is achieved through rich description generated from multidimensional, qualitative methods which are theoretically grounded in interpretive, critical and postmodern paradigms. The ubiquitous student evaluation of teaching systems are over-reliant on subjective data and offer little insight into pedagogical issues. The case-specific SECAL method uses objective and subjective data to assess how technology impacts on learning processes and outcomes. Broader objectives include grounded-theory development and identification of institutional influences on teaching and learning innovations. This type of evaluation is not particularly easy to conduct, but is a prerequisite to gaining academic credibility, maximizing the benefits of investment and justifying it in terms acceptable to economic-rationalist administrators. A description of the method in this article is followed by a case study illustrating its practical applications. 
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