As a result of ever evolving
technological advances, teaching and learning has been greatly impacted in regards
to the way in which information is transmitted. One of the greatest impacts
within recent years has been the use of Mobile technology within teaching and learning.
In order to gain a comprehension of the value of the utilisation of mobile devices
within the education system. This post shall provide an overview of some of the
literature and evidence in relation to the notion that mobile technology has altered
the way in which we learn.
Within modern day society, mobile technologies are a large part of the lives of most students and teachers, which has given rise to the utilization of mobile technology within the teaching profession. In regards to technologies and ICT, ‘mobile’ refers to portable and personal. (Naismith, Lonsdale, & Vavoula 2004) There is an ever growing body of research that indicates that the use of mobile technology within the post compulsory sector could create an educational revolution. As evidence indicates that there are many areas of learning that are greatly aided with the use of mobile learning, hence why there are a number of paradigms that address learning that this can be applied too . Therefore, for the propose of this blog the use of model technology shall be analysed in accordance to various learning perspectives and ideologies.
In accordance with a behaviourist paradigm learning is best facilitated through the reinforcement of an association between a stimulus and a response (Bastock, 2013). In terms of technology computer- based learning is the presentation of a problem (stimulus) followed by input on the part of the learner to discover the solution (response). According to this model feedback from the system acts as a reinforcer which according to the behaviorist approach is necessary for learning to take place. (Naismith, Lonsdale, & Vavoula 2004)
From a constructivist perspective, activities which involve the learners actively constructing new ideas and/or concepts based upon their current knowledge which is essential to the learning process. In order to acquire knowledge in accordance with the constructivist model of learning, learners are encouraged to be active constructors of knowledge(Bastock, 2013), with the utilization of mobile technology, which is now, immersing learners in a realistic context whilst offering access to support tools in order to promote and encourage learning .(Naismith, Lonsdale, & Vavoula, 2004) In accordance to this notion, it could be argued that mobile technology is very beneficial to promoting learning in accordance with a constructivist model of education.
From a Situated learning model of learning as first proposed by Lave and Wenger (1991) who argued that learning cannot be viewed as simply the transmission of knowledge from person to person, but rather as a social process in which knowledge is co-constructed. In accordance to this notion, it could be inferred that learning is situated within a specific context and within a particular social and physical environment (Lave et al, 1991). It could be inferred according to this theory that learning can be enhanced by Mobil technology, particularly concerning context-aware applications due to the fact that they are available in different contexts. Therefore, it can draw on those contexts in order to enhance the learning objective (Naismith, Lonsdale, & Vavoula, 2004). The utilisation of this can be observed within the museum and gallery sector as it could be argued that they have been on the forefront of context-aware mobile computing by providing a great deal of in depth information about exhibits, this can be viewed at Swansea water front museum.
Within modern day society, mobile technologies are a large part of the lives of most students and teachers, which has given rise to the utilization of mobile technology within the teaching profession. In regards to technologies and ICT, ‘mobile’ refers to portable and personal. (Naismith, Lonsdale, & Vavoula 2004) There is an ever growing body of research that indicates that the use of mobile technology within the post compulsory sector could create an educational revolution. As evidence indicates that there are many areas of learning that are greatly aided with the use of mobile learning, hence why there are a number of paradigms that address learning that this can be applied too . Therefore, for the propose of this blog the use of model technology shall be analysed in accordance to various learning perspectives and ideologies.
In accordance with a behaviourist paradigm learning is best facilitated through the reinforcement of an association between a stimulus and a response (Bastock, 2013). In terms of technology computer- based learning is the presentation of a problem (stimulus) followed by input on the part of the learner to discover the solution (response). According to this model feedback from the system acts as a reinforcer which according to the behaviorist approach is necessary for learning to take place. (Naismith, Lonsdale, & Vavoula 2004)
From a constructivist perspective, activities which involve the learners actively constructing new ideas and/or concepts based upon their current knowledge which is essential to the learning process. In order to acquire knowledge in accordance with the constructivist model of learning, learners are encouraged to be active constructors of knowledge(Bastock, 2013), with the utilization of mobile technology, which is now, immersing learners in a realistic context whilst offering access to support tools in order to promote and encourage learning .(Naismith, Lonsdale, & Vavoula, 2004) In accordance to this notion, it could be argued that mobile technology is very beneficial to promoting learning in accordance with a constructivist model of education.
From a Situated learning model of learning as first proposed by Lave and Wenger (1991) who argued that learning cannot be viewed as simply the transmission of knowledge from person to person, but rather as a social process in which knowledge is co-constructed. In accordance to this notion, it could be inferred that learning is situated within a specific context and within a particular social and physical environment (Lave et al, 1991). It could be inferred according to this theory that learning can be enhanced by Mobil technology, particularly concerning context-aware applications due to the fact that they are available in different contexts. Therefore, it can draw on those contexts in order to enhance the learning objective (Naismith, Lonsdale, & Vavoula, 2004). The utilisation of this can be observed within the museum and gallery sector as it could be argued that they have been on the forefront of context-aware mobile computing by providing a great deal of in depth information about exhibits, this can be viewed at Swansea water front museum.
It seems evident that
within the educational landscape Mobil technology is of great value
particularly concerning learning and teaching support. Activities that assist with the
coordination of learners as well as for learning resources have proven
most beneficial to educator as it enables organising and arguably frees up
educators time. As most educators are aware the process of education relies on
a great deal of coordination of learners and resources. Most mobile
devices can now be used by teachers for taking the attendance register,
reviewing student marks, general access of the institutions’ central data base, and the effective management of their schedules.
Within the higher education setting, mobile devices can provide course
material, due dates for assignments and information about timetables. (Naismith et al 2004)
After much deliberation it could be concluded that it is
evident that mobile technology is of great value within the educational sector.
Furthermore, it could be argued that in a world with ever evolving
technological advancement the use ITC within our day to day education is
essential for the development of the education system within the 21 century and
for those involved with the education system as it provides them with the still
and ICT abilities to compete in a competitive global arena.
Bastock, j. a. (2013). Teaching
14-19 A handbook. Mc Grawhill international.
Lave, J. a. (1991). Situated
Learning. Legitimate peripheral participation. Cambridge: University of
Cambridge Press.
Naismith, L., Lonsdale, P., &
Vavoula NAD Sharples, M. (2004). Literature Review in Mobile Technologies
and Learning . Retrieved October 30, 2013, fromFutureLab: http://www2.futurelab.org.uk/resources/documents/lit_reviews/Mobile_Review.pdf
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