ISTE Mobile Learning

Use of cell phones in the classroom on the Parkland School Division wiki. 

From eSchool News: Results of a national survey on teachers' digital media use.

Blog about Chris Geeen's iPod touch project at his school. Has some very interesting ideas about how students can create quick products from research on the iPod touch. Worth looking at if you have access to mobile learning tools not just iPod, although some of the apps are specific to the iPod.

ArcGIS 10 transforms the way people use GIS. Be more productive with your work and take advantage of GIS everywhere: via individual local desktops, across desktops and browsers leveraging central servers, and in the cloud.

Allows easy reading on a mobile device, currently only in Android language

Great new number sense math app. Cost $0.99 at this time but uses: the capabilities of the iPhone well (motion, graphics), multiple representations including linear and circle models, decimals, fractions, percents. Is fast moving and progresses beyond 0 to 1 to have students estimating values like 0.26 on a number line from 0 to 2.  

SEONGNAM Gyeonggi Province ― Korea International School has navigated uncharted waters by going digital to help students learn the necessary skills for college and the real world.

Our second Battle App will provide you with a cutting-edge way to experience the rich history of the Fredericksburg Battlefield. Our GPS-powered touring application will allow you to explore the entire battlefield, from the river crossings to Marye's Heights and the Slaughter Pen Farm. Explore the Battlefield with Confidence! Pinpoint your GPS location on 1862 battle maps Explore the entire battlefield with our four tours Watch historian videos and hear historical accounts (Watch sample video ») Access Orders of Battle, Key Facts, and other important references at your fingertips

GDs for Android App syncs up all of the data in your Google account. Easy to navigate interface. Option to start a document by taking a picture with your phone and uploading it to GDs.   

Discussion of the idea of the flipped classroom. Doesn't just introduce one approach but a variety of well thought out options, and how some schools are scaling the model. Musallam is worth reading.  I do have concerns that Hooper's videos are 25-30 minutes long in his model. I think he's missing the point as far as chunking information in smaller components and letting students interact with the content.  Not a perfect model but it is an innovation, and both teachers do a much better job of using key vocabulary well, introducing multiple representations intentionally and connected, and providing guides for students. Much better than I think Khan does in his videos. 

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Even as it "disruptively" transforms American education, blended learning is itself being slowly reshaped into new and distinctive forms. A report released this week identified six emerging models for blended learning in K-12, ranging from guided online instruction in the classroom to "self-blended" models where students take courses a la carte.

Site dedicated to apps for graphing on mobile devices. 

Good list of schools that have 1-to-1 devices for students

2011 EduCon session. Wiki includes articles about the ban on cell phones in schools as well as easy to use mobile learning activities.

From the Chronicle of Higher Education. Issues of intellectual property policies for students developing apps for mobile devices.

1:1 computing from the Berkshire Wireless Learning Initiative

DOI: 10.1111/j.1365-2729.2005.00129.x First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety-nine percent send e-mail on their mobile phones, exchanging some 200 e-mail messages each week. Sixty-six percent e-mail peers about classes; 44% e-mail for studying. In contrast, only 43% e-mail on PCs, exchanging an average of only two messages per week. Only 20% had used a personal digital assistant. Second, we e-mailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e-mail learned more (Ps literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. Thirty-one Japanese college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.

DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/WMTE.2002.1039231 ICT-implementation in education has mostly been aimed at enhancing learning in formal arenas - the classroom. However, accepting that learning does not only forego in the formal learning arenas, it is proposed that mobile technology can be used as a bridge between the formal and informal learning arenas. The question is whether the bridge between school and other arenas open or closed - is there a barrier? The paper asks what strategies/changes/challenges have to be in place for the school to access and utilize learning arenas which are alternative to the formal learning arena?