EDC672 Mobile Devices in the Instructional Program

have students engage in one or both of the following exercises:

Ask students: How are cellphones used, and how can they be used, in our society today?

Engage students in a discussion about your school’s cellphone rules. Ask: What are the rules? What is the reason or philosophy behind them? How do they see students using cellphones in school? If cellphones are banned, how would they like to use cellphones in school? How are the rules enforced?

The papers are part of UNESCO’s larger Working Paper Series on Mobile Learning, which scans the globe to provide concrete examples of how mobile technologies, thanks largely to their ubiquity and affordability, can respond to unique educational challenges, supplement and enrich formal schooling, and make learning everywhere more accessible, equitable and personalized.

“Mobile technology is enabling schools to truly reshape and rethink today’s and tomorrow’s K-12 classrooms. The more leaders and educators embed mobile learning into their districts, the more we’ll see an educational transformation that goes beyond our school walls, helping to maximize the potential of all students in the 21st century,” said CoSN CEO Keith Krueger

With more than 100,000 downloads and over 20,000 active customers, YogiPlay was developed to address the growing frustration by parents who are struggling to find the right, high-quality learning apps for their kids.

Every app in the YogiPlay network is carefully evaluated for age-appropriateness, educational value and, most importantly, fun.

Students who don't have their own devices can use school computers or borrow one of the 30 iPads the district bought with a grant

Roberts sent a text message with one Spanish word to the students asking them to text the translation back to her

with the right strategies and building blocks in place, learners are much more engaged in connected classrooms

As students discover how to learn with their devices, they are able to extend their learning beyond the school day

reduced the number of minutes that are spent in frustration.

motor difficulties

disorganized students by consolidating calendars, memos and notes all in one device.

As protesters took to the streets yesterday to protest the inequality of wealth, two computer scientists in Portland, Oregon are protesting the inequality of resources in schools.

t Celly, a text-messaging service that teachers and students can use to make classwork more fun and engaging

Celly is part of a larger national trend in schools known as “Bring Your Own Technology (BYOT),” in which students are allowed to bring their mobile devices to class. Advocates argue that if young people are already glued to them, then teachers and principals should come up with educational uses for them

interactive and include links to apps organized by the category from Bloom: Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering.

eachers who are using the service with their students feel more empowered than ever.

liberates the classroom,”

Students can access the content “when and how they want it.”

Mobile learning “is such a transformational phase in education today

Most importantly, mobile learning is not about the device. Mobile learning is about philosophically changing the way you’re going to conduct instruction inside the classroom.”

students can use their own devices, school-owned devices, or devices donated by businesses or community members for student use.

How can we use technologies to make learning more connected, more mobile? In Knowledge building students work in a community, investigate a topic, ask questions, conduct research, and self-assess progress. They also engage in face-to-face and online discussions to share, critique, build on, and synthesise ideas that are new to the community. It is a way of advancing personal and community knowledge.

Many teachers do not see informal learning as they domain. But there is a semiotic relationship between formal and informal learning "The emphasis is on sharing, working together, and using a wide range of cultural references and knowledge..."

Knowledge is not fixed, not transmitted by authority, and we are constantly creating knowledge. There is a shift in control via ubiquitous access to learning resources, and in turn, the learners produce knowledge. This person is a mobile learner...and the whole world is mobile...the whole world is our curriculum.

Some of the best experiences we give our students happen during field trips; the zoo, a museum, nature walk, etc. Mobile devices can enhance this experience by allowing for the documentation, review and reworking of the experience long after the field trip is over.

The narration tool is excellent