Disclaimer – I have contributed a chapter in this book.
Book summary of just launched book in the ‘advances in
mobile and distance learning series’ published by IGI Global titled ‘mobile pedagogy and perspectives on teaching and learning’. The book is edited by
Douglas McConatha, Christian Penny, Jordan Schugar and David Bolton (all based at West Chester University , Pennyslavia, USA) and
contains 15 chapters collected into 3 sections.
Brief summary of each chapter below:
Section 1: Current demonstrations and developments in the
field of mobile pedagogy
1) Towards a mobile pedagogy by Scott. E. Hamm,
Jason, Drysdale and Diana Moore. This chapter reports on the uptake of mobile
learning at Abilene Christian College through a range of projects including
students’ access to pre-lecture resources on mobile devices; distance learning
/ remote teaching using mobile devices; introduction of ipads and its impact on
the college’s LMS; use of Twitter; audio as alternative to text-based feedback;
and using games. Koole’s framework to study the device (useability), social
(social technology) and learning (interaction technology) aspects was used
across the various projects to evaluate the various projects and form
recommendations to improve mobile learning implementation.
2) The second chapter ‘ student development of
E-workbooks: A case for situated-technology enhanced learning (STEL) using net
tablets’ by Selena Chan with Katrina Fisher and Peter Sauer (Christchurch Polytechnic Institute of Technology), an extension of
our project for Ako Aotearoa Southern Hub. Basically, leveraging off affordances of mobile and situated learning with constructivist and multimodal / multi-literacies focus to deploy net tablets (ipads and toshiba thrive android OS tablets) for students to develop their own workbooks or to complete competency based assessments.
3) Podcasting and pedagogy also from a New Zealand
author, Ross Kendall (Wintec, Hamilton, NZ). Uses Engestrom’s expansive activity model to assess the
efficacy producing podcasts. A small group of sociology students (level 5)
interviewed experts (on sustainability). The students then consolidated their
learning through a project to report the outcomes of their interviews, including
how they planned , carried out and conducted the sessions.
4) Then a chapter on ‘communities of communication:
using social media as medium for supporting teacher interpersonal development’
by Laurie Stone Rogers. The chapter
discusses potentialities and recommendations for various stakeholders
(community, administrators, policy makers, teachers, teacher educators and
educational researchers). In particular, to encourage the use of social media
to provide teachers with the opportunity to overcome isolation, feelings of
loneliness and lack of community. In so doing, to improve teachers’ support as
they work through an ever challenging time of change.
5) ‘ebook readers for everyone: FATIH project, is
from Turkey with Nilgun Ozdamar Keskin, Furat Sarsar and Michael Sean. A good overview of the historical evolution
of ebooks, their advantages and limitations. The chapter also provides a review
of recent ebook projects from around the world and then details the FATIH
project, the largest educational technology project in Turkey covering 40,000
schools and launched in 2011 to run through to 2014.
Section 2 has 5 chapters on the themes ‘research, theory and
practice with mobile pedagogy in differentiated instruction’.
6) Mobile learning for all: accessibility
considerations for mobile pedagogy by Luis Perez and Ezzard Bryant (University of South Florida). Introduces
the concept of Universal Design for Learning (UDL) and it’s key principles to
make digital resources accessible to all. A degree of flexibility is
recommended to cover the myriad contexts of modern technology use. The UDL
support of iOS and Android OS are then summarised. Case studies of application
of UDL to challenge based learning, including apps used to help students
participate in learning activities (brain storming, reflection, data collection,
presentation, project management and collaboration) are provided. A good
chapter to inform ‘disability’ support services in the education sectors and
beyond.
7) Mobile learning applications and differentiated
instruction with Shelley A. Jackson, Sharla Snider, Nicole Masek and Joanne
Baham (Texas Women's University). Differentiated instruction is defined as being based on teachers being
able to adapt instruction to student differences. Examples are provided of
implementation of differentiated instruction through instructional groupings,
multiple levels of kinds of materials and tests, learning assignments,
assessment and evaluations.
8) Then Terese Cumming (University of New South Wales, Australia) continues the theme on ‘does
mobile technology have a place in differentiated instruction’. Presents the
advantages and challenges of using mobile technology in classrooms. Recommends
the process of implementing differential instruction through planning, selecting
appropriate ‘content’, undertake processes for teacher planning, contextualise
according to ‘product’ (problem based learning, layered curriculum rubrics) and
learning environment.
9) Ann Orr and John Conley (Eastern Michigan University) write on ‘mobile
technology and differentiated learning: meeting the needs of students with
significant disabilities’. This chapter covers assistive technologies and how
tablets, with their intuitive interface, variety of access options and
possibilities for individualisation offer opportunities for enhancing learning
for students with disabilities.
10) M. Liu, C. Navarete, E. Maradiegue and J, Wivagg (University of Texas -Austin) close the section with a chapter on ‘a multiple-case study examining teachers’
use of Ipod touches in their pedagogical practices for English-language
learners’. An overview of mobile learning applications that assist English
language students with case studies of 3 US of A schools. The challenges of
incorporating the technology are discussed along with solutions and
recommendations.
Section 3 covers ‘implications and innovative applications
of mobile pedagogy.
11) New demands of reading in the mobile internet
age are covered by Byeong-Young Cho and Lindsay Woodward (Iowa State University). Covers the changes
on-screen, web-based, small screen and digital / multimedia content impacts on
learning reading. The change in how information is presented changes our
‘textual landscape’ and our textual conceptions need to learn higher-order
strategies to identify, understand and evaluate web based resources. Recommends
reading strategies required to deal with the mobile internet context include
being able to constructively and responsively read; realise and construct
potential texts; identify important ideas and learning across multiple texts;
monitor the process of selecting and understanding texts; and evaluate
different aspects of text.
12) Then ‘iteach literacy with ipad devices:
preparing teachers for effective classroom integration, with Diane Santori,
Carol Smith and Heather Schugar (West Chester University). Two case studies are presented to discuss the
many challenges and potentials through introducing ipads to pre- and in-service
teachers for literacy instruction.
13) ‘Journalism and media: From mellowed pedagogy to
new mobile learning tools’ is covered by Pamela Walck and Yusuf Kahyango (Ohio University).
Studies how mobile technology has changed the way media organisations have
changed the way they operate and contrasts to the uptake and deployment of
mobile technology in a university preparing undergraduates to work in
journalism. Media professionals have been rapid adopters of mobile technology
and teaching institutions struggle to keep up with the range of methods now
possible.
14) An African example with Mawuadem Koku Amedeker (University of Education, Ghana) with ‘stuck in neutral: why technology hasn’t made major inroads into education
in Ghana’. Reports on efforts in Ghana to introduce technology into schools,
stymied by lack of professional development support to teachers. Recommends
ensuring teachers are ready to integrate ICT into learning before launching
hardware focused initiatives.
15) Last chapter a pertinent ‘an ROI Ed-Biz approach
for deploying mobile pedagogy with Professor Douglas McConatha. Introduces the CADRE
model to evaluate the return on investment (ROI) of introduction of technology
into education.
All in a coverage of mobile learning potentialities through
real case studies. Of interest is that many of the projects use tablets as the
mobile device. Teacher capability also mentioned in many chapters. Without
teacher buy-in and understanding of the pedagogical implements of introducing /
deploying technology enhanced learning (TEL), the promise of TEL to contribute
to educational change (for the better) will never be fully realised.
