Cell Phones in Education Part 4: Learning on Location

Disclaimer: While this post presumes the use of a smart phone, and while it is true that not all students own a smart phone, with the current shift toward smart phones, soon, smart phones will be as prevalent as cell phones are today.

When I reflect on what is traditionally thought of as a field trip in a typical K-12 school setting, what often comes to mind is a visit to a location that may have some direct or indirect connection to the unit of study being taught. The vision of students visiting different areas or exhibits with “experts” telling students why this or that is significant dances in my head. Students may walk around with paper and a pencil answering questions based on what they see or what they are told. These sheets are submitted later to the teacher to see if the students were on task. In short, field trips seem to me to be extensions of what happens in the classroom, just somewhere else.

To me this type of learning seems to be inauthentic as this way of organizing field trips seems artificial and top directed. If it is true that students learn by doing and through discovery and exploration, then asking students to fill out question sheets while on a field doesn’t appear to be an effective way to either have students learn or to measure what they have learned. When one is on a field trip, a more authentic way of learning would be allow students to explore the scene rather than to seek out answers to questions.

This is where the mobile phone comes into play. GPS locators found in many of today’s mobile phones allow students to explore their surroundings while also applying mapping skills. More and more Augmented Reality apps such as Wikitude connect GPS enabled and internet abled devices to Wikipedia so students can read up on the significance of a certain area, monument or exhibit while they are on location. With mobile phones being able to connect students to the information that they require when and where they require it, running around with a question sheet appears ineffective in comparison. When it comes to submitting a culminating activity, submitting a sheet where student could have easily copied answers from others doesn’t appear to be an effective indicator of learning or of whether students stayed on task. If, however, student can use their mobile device to take photographs, record voice and video commentary, jot down a few notes and then later submit a presentation or post their findings to a wiki demonstrating their findings and their understanding, then their experience can be captured in a more authentic and developed way.

What happens to students who don’t have these fancy phones? The answer is simply – differentiate. The purpose of learning is to allow students to access learning in ways that work for them. By allowing students to use devices that they already have, we empower them to access the content and to demonstrate their learning in ways that work for them. Those who do not have the devices can still learn using traditional tools. Before we use the criticism that ‘allowing students who have the devices use them places those without the devices at a disadvantage’, we need to think about how restricting the use of those devices from those who have and need them disadvantage students. When differentiating instruction and incorporating the principles of universal design for learning, it only makes sense that we allow students to use whatever tools they have to learn in ways that make sense to them rather than whitewashing learning to try and make it suit all students, which inevitably, it never does.

The Powerful Combination of Mobile Devices and Learning Apps

In discussing the use of mobile devices, it is easy to forget that the educational and productive power of mobile devices comes through the integration of the devices with other tools. The mobile device, after all, is a hardware tool that makes certain tasks possible but the actualization of those tasks ultimately depends on the use of software or web tools. Let’s take a look at some ways the hardware and software, including web software and apps, can come together to actualize learning outcomes. I realize that when I make reference to apps, it tends to imply the use of an iPhone or iPod Touch. In fact, all the ideas mentioned below are possible on an iPod Touch with free or very inexpensive apps – the links provided all point to the iTunes store.  That having been said, this reality is changing quickly with the likes of Palm, RIM and Microsoft also developing a marketplace and vendor space for apps that will increase and improve the availability of learning app for students.

Mobile Devices and Literacy

• Differentiating reading activities by allowing students to listen to audio books
• Accessing digital texts on their mobile devices so that students can read wherever they find themselves
• Connect to the internet, through either WiFi or other means, to express ideas on a blog post (i.e. through the WordPress app) or to collaborate with peers through a wiki

Mobile Devices and Numeracy

• For younger children, the utilization of apps that provide drill and practice or flash cards to develop basic mathematical skill
• Use of calculators of various forms: regular calculator, scientific calculator or graphing calculator
• Even publishers such as Pearson have apps that help students learn important concerns such as this app for the study of Algebra

Mobile Devices and Science

• Utilize mapping software such as Google Earth or Google maps in the study of physical geography or urban design/planning
• Accessing 3D apps of the human body in the study of the systems of the body
• Apps that detail the objects in space in the study of astronomy and space systems

Mobile Devices and Social Studies

• Utilize mapping software such as Google Earth or Google maps to identify important locations of cities or monuments and then access the street view feature in Google Maps to see actual images of location in question
• Accessing historical maps or apps of historical artwork for the study of historical ideology and patterns of thought
• Reading historical literature such including fiction and non-fiction texts

Mobile Devices and International Languages

• There are a plethora of apps that deal with the study of various languages that are both free and come with a cost – a simple search will provide an extremely wide variety of choice

Many argue that mobile devices are a distraction and I agree.  While others may argue that this distraction is not productive, I would argue that by harnessing the tools in the right way using the right apps, the distraction will be away from mundane paper and pencil tasks and toward more exciting, multi-sensory learning.

Mobile Learning: A 3rd Reading List

Here is a follow-up to the first two mobile learning reading lists:  The first one is here and the second one is here.

1) 7 Things You Should Know About Augmented Reality – An EDUCASE learning article about this newest of learning technologies and the implications of Augmented Reality to teaching and learning.

2) Augmented Reality Reaveals Histroy to Tourists: A short article demonstrating what is possible with mobile devices and what the future has in store.

3) Smartphones: The Ultimate Conversation Killer – A Globe and Mail newspaper article arguing that smartphones, rather than connecting people, actually kill conversation.

4) Teens and Mobile Over the Past Five Years – A PEW Internet article looking how mobile use amoung teens had evolved over the past five years.

5) How to Create Rapid and Cheap Mobile Learning – Text Messaging – A blog post filled with practical ideas in using text messaging to enhance learning.

6) Back to School: 10 iPhone Apps for Students-  A Mashable blog post.  The title says it all.

7) 100 Free iPhone Apps That Will Make You Smarter – This truly is a subjective list but I present it here as it is a long list and you will likely be able to find a few jems.

50 Fun iPhone Apps to Get Kids Reading and Learning – The iPhone and iPod Touch can be both a entertainment and learning device.  This list provides a list of apps to help support and encourage reading and learning.

9) Why Cloud Computing is the Future of Mobile – A ReadWriteWeb article delving into how continuous connection to the Internet through a mobile device will lead to more reliance and acceptance of web apps.

10) Are Cellphones the Next Paper and Pencil – a user forum where educators and other interested parties discuss the implications and the future of cell phones in learning.

Creativity With Cell Phones and Ringtones

Take a look at this ringtone rendition of Tchaikovsky’s 1812 Overture.  While this is a polished advertisement created by a talented artist, it can connect to learning as it also demonstrates that there is no prescription to creativity and there is no rubric that can measure inventiveness and ingenuity.

Augmented Reality and On-Demand Learning

Mobile learning has always been about using the tools of learning wherever one finds themselves. In this blog, I have discussed a range of techniques for learning on the go from reading texts or listening to audiobooks on a mobile device to using built in cell phone tools such as a camera and access to web 2.0 services to document learning both within and outside of the classroom. Augmented Reality apps take this just-in-time, on-location learning to a new level.

For those new to the concept of Augmented Reality, take a look at my July 25th, 2009 post on Augmented Reality.

While I have experimented with a number of apps that incorporate Augmented Reality, one that I find really interesting right now is a service called Wikitude. The service uses GPS positioning on one’s phone (as of this writing, the Wikitude app is only available on Android phones and the iPhone) to find landmarks and other points of interesting that are located within one’s physical proximity. The service shows where the nearby landmarks are and provides links to both articles and user generated content about that landmark or particular point of interest. Of note for education is the indirect collaboration as the service allows users to build a knowledge base with others about a landmark or point of interest and then allowing anyone to access it directly on one’s mobile device at the moment one requires it.

Having this type of Augmented Reality app on one’s mobile device will begin to change the nature of field trips. Using a mobile device with Augmented Reality apps could mean that instead of reading information posting beside exhibits or beside landmarks, or simply experiencing a point of interest by reading about it in a book in a classroom, students may soon be able to choose to read a Wikipedia article, view others’ comments or download a podcast episode with commentary from experts about points of interest – all this while the student is actually on location. These apps may also allow for more independent self discovery as the apps use a students’ positioning to highlight what is physically around them and how to get to these points of interest.

One likely critique of this blog post is that using AR apps is unrealistic given the current reality of school board policies and certain teacher attitudes concerning the use of cell phones for learning. Granted, if students are not allowed to use their cell phone to help them learn then AR apps are useless. However, I would counter that attitudes toward using mobile devices for learning is beginning to change. With the prevalence of mobile devices in our society and with the fact that more and more teaching staff are entering the profession with experience in using cell phones to do things other than to place a call, the acceptance of the use of such devices is inevitable. Besides, how long can the education system refuse to adapt when traditional methods of teaching and learning are becoming less effective in the presence of richer learning experiences though cheaper and cheaper mobile devices?

Using an iPod Touch with 8 Year Old Students

Here is a video of how one teacher (who was fortunate enough to obtain a full class set if iPod Touch devices) is using new technologies with 8 year old children to help them learn.  This video raises a number of questions for me: What lesson can we learn from this?  What is the role of experimentation of new methodologies in the classroom? Who is the ultimate driving force behind initiating such a change?

To play the video, click on the video itself or on the”click to play” link located immediately below the video.

The Future of Mobile and Mobile Media

A sneak peak into what the mobile future could look like:

The Role of Libraries in an mLearning World

“Instead of a traditional library with 20,000 books, we’re building a virtual library where students will have access to millions of books,’’ - Article for the Boston Globe

In the modern school system, the role of schools has always been to improve the literacy and mental capacity of the nation’s citizenry for both the benefit of the individual and the benefit of society as a whole. At the core of the school system is it’s library; the library has always been the storehouse of books containing the written information and past knowledge used to make students in schools literate. For as long as public school libraries have existed, the information that has been housed in them has been in the form of books and made available to readers thanks to the marvels of the modern printing press.

While the quality of its materials is important to any library, ultimately, the strength of a library can only be measured in quantity; how many and how various the materials are in any given library. When literacy rates were low and the amount of published materials was relatively small (by today’s standards), it was possible to stock libraries with an adequate enough collection to be all encompassing and meet the various needs of students and their teachers. However, 20th century public literacy initiatives have created a world where basic literacy rates are at or near 100% in many countries around the world creating not only more demand for information, but also increased authorship. This has placed strain on library systems as:

Increases in authorship and readership = increased number of published books;

Increased numbers of published books = greater literacy and more rapid social change.

Rapid social change = increased need and frequency for more up-to-date learning materials.

In the 21st century, with the rise of a new digital platform for authorship, any literate person can new circumvent traditional forms of publication and share thoughts and ideas with others eitherfreely or cheaply . This has had the unintended effect of placing severe strain on traditional libraries they simply cannot physically house the amount of materials needed to stay relevant in this ever changing, ever expanding world. Today’s digital collections are much larger than any library’s physical collections and the gap will continue to rise exponentially.

Add to the above the growth of elearning and mlearning and we find ourselves in a situation where physical libraries are struggling to stay relevant.  However, while it is true that in the 1990’s, $70 Microsoft Encarta CD’s destroyed Encyclopedia Britannica’s traditional business of selling $1000 physical encyclopedia sets, it did not destroy Encyclopedia Britannica itself.  Encyclopedia Britannica is not in the book business, it’s in the information business.  They have learned to survive using new forms of disseminating information. Similarly, libraries are in the business of information and education, not in the book business.  While digital databases are destroying traditional notions of libraries, it doesn’t mean that libraries are not needed.  In fact, libraries are needed more than ever to help it’s patrons sift through and make sense of the dizzying amounts of information available on the Internet.

Libraries can survive in an mlearning world by staying true to it’s values.  While libraries have always been associated with books, ultimately, what they have always done is provide access to information, assist in the development of literacy and help it’s patrons sift through information databases to find the information they need.  Here are some reasons why we still need the institution of the library and how it can change to meet changing needs:

• As new methods of information transfer (including but not limited to online access via computer or mobile device) continue to replace books, we need libraries to provide us with access to higher quality reference information that may not be available freely on the web.
• While the Internet offers vast amounts of information and that is good, we need librarians to assist us in navigating the masses of information on the web by teaching search and information verification strategies
• Libraries have always provided education services such as reading programs.  We still need those programs.

I am not suggesting that libraries get rid of their books completely and become glorified Internet cafes.  What I am suggesting, however, is that more investment is needed in digital spaces and more services provided online through webpages and through mobile devices. In addition to a physical investment, we also require an acceptance that virtual libraries can be just as good as physical ones.  When it comes to the new digital and mobile world, proximity no longer matters.  Libraries must reach out into digital spaces and provide materials digitally in order to maintain their relevance and to provide people with the services they need when and where they need them.

Ontario Meetup Live Discussion on mLearning

On August 24th, 2009, a live discussion was held on the Strengths and Challenges of Mobile Learning.  Below is the Slidedeck used to frame that conversation.  You can find the recording of that conversation here.

Addressing Some More Critiques of Mobile Learning

A few weeks ago, I wrote a blog post titled “Addressing Some Critiques of Mobile Learning“.  In that blog post, I attempted to debunk three of the most common critiques educators and education stakeholder have on the concept of mobile learning: students use mobile devices (such as cell phones) to bully other students, students use mobile devices to cheat, students use the Internet far too much and don’t know how to filter high quality information from biases, unsubstantiated opinions and falsehoods.  While the above are likely the most common critiques of mobile learning, there are many more critiques and other issues that need to be addressed.  In this blog post, I will continue addressing these critiques and issues by looking at the root causes of the perceived problems with using allowing mobile devices into the classroom.

Fact: Mobile Devices Are not the Only Things that Distract Students

Many argue that mobile devices are far too distracting as students focus using their devices for sending SMS messages or surfing the internet during lessons rather than pay attention to lessons.  I can attest to this first hand as I myself am guilty of  accessing my mobile device when I am attending conference presentations or other instructional settings. The ultimate question is why one is doing what one is doing?  In my case, I often use my mobile device to communicate the ideas that I am learning to others in my online PLN through services such as Twitter but the true underlying cause of such distraction is lack of engagement.  What mobile devices are doing is amplifying a reality.  As this reality comes to our direct attention through mobile devices, we point to these devices as being the true cause of the reality when it is not.  Allow me to be more specific.  If a student is in a classroom and is not engaged with the lesson, they will find other things to do to engage themselves.  This is not a new phenomena.  Countless educators around the world and throughout the years have spoken to countless parents about the fact that their child is not paying attention in class.  They may be doodling, day dreaming, making paper airplanes, bothering other students, sleeping misbehaving, etc. We’ve always blamed the students and it is true that they must be held accountable for their actions.  However, I think that we educators also have to take some responsibility to make lessons engaging for our students in ways that THEY find engaging.  Just because we believe that our lessons and the delivery of our lessons are engaging, it doesn’t mean they are engaging to our students.  So what do students do when they are not engaged? They do other things to engage themselves whether it’s the actions I mentioned above or use their mobile devices.  Mobile devices are so engaging in fact, that we should harness that engagement instead of trying to squash it.  Do you think what I’m saying is rubbish?  Don’t take my word for it, try it for yourselves.  Begin designing lesson around the use of a mobile device using any of the ideas mentioned in this blog and watch to see whether or not your students are still using the devices inappropriately or behaving inappropriately.

Fact: Mobile Devices can be used as Assistive Technology and Used to Differentiate Instruction

Traditionally in education, resources were scarce.  When information sharing was difficult, access to information expensive and tools to support students with special needs oppressively expensive, educators used whatever they could to manage.  They used dated textbooks, accessed world maps on atlases that were often more like historical documents than geographical ones, and addressed individualized student needs with a little more personal attention.  Technology has changed our world significantly.  Information sharing is now easy, access to information is cheap and students already bring devices with them that can help support their individual needs.  Despite this new reality of abundance, we in the education system still run our classrooms using the ideology of scarcity.  By abundance, I don’t mean abundance of traditional resources, but an adequate supply of certain physical resources that allows easy and cheap access to an abundant of information and places to collaborate and communicate.  For example, how many computers do you have in your classroom that are either underutilized or never turned on?  Students can be using those machines throughout the day everyday to research, communicate, post ideas and create. You don’t need a computer lab with 30 minutes/per week.  Even one – to – three computers over the span of 6-7 hours per day can be utilized to engage students and teach them online skills. Another example is the mobile devices that students bring with them.  Why not allow students to use their iPod to listen to an audiobook or to use their cell phone to either access the web or to access their productivity tools? Devices that students bring with them everyday, with the right instruction and  direction, can be used as assistive technology to help differentiate instruction which ultimately saves the school and the system massive amounts of money that can be used to further outfit schools with more and updated technology.

Fact: Using Mobile Devices Prepares Students for the Real World

As educators, we are called to educate students, develop their skills and to communicate ideas all for personal development and preparation for the real world. We proudly listen to parents talk about how they want their children to some day be lawyers, doctors, journalists, scientists or successful in business enterprise.  We want to be a part of that development and help children live their dreams and become that successful professional.  Well, in today’s world, these professionals all use mobile devices to assist them in their work.  In some cases, as in journalism, having access to, and using, a mobile device actually gives them a competitive advantage as they have access to resources and an audience that those without mobile devices to not.  Yes, even doctors use mobile devices to have reference information handy or to print out prescriptions using PDA’s.  So if mobile communication is so important to a successful lawyer or business person, if a scientist’s work is based on technology tools and if mobile technology offers competitive workplace advantages, doesn’t it follow that we should be allowing students to use these devices while they learn and to develop the competitive advantages they need when they enter the ‘real world’?

Thus, it may be time for the system, both at the top administrative levels and from the grassroots, to begin shifting our resources and our thinking, away from the idea that information and access to that information is scarce to one of abundance.  This is especially the case today as more and more children are bringing in the technology tools they need. The real world that they will enter will not be like the current world that they are growing up in.  Abundance and flux will be the more common themes than scarcity and stability.