The iPad

2018 ◽  
pp. 194-224 ◽  
Author(s):  
Julia Bennett ◽  
Danielle McKain
Keyword(s):  
Best Practices ◽  
Mobile Devices ◽  
Mobile Learning ◽  
First Century ◽  
Learning Needs ◽  
Note Taking ◽  
Laptop Computer ◽  
Advantages And Disadvantages ◽  
K 12 ◽  
The Way

Mobile learning is becoming more prominent in all levels of education. While educators strive to keep up with the learning needs of twenty-first century students, research on best practices for mobile devices in the classroom is limited. There is a great deal of research on traditional note-taking, but mobile devices have changed the way students take notes. While electronic note-taking began with simply typing notes on a laptop computer, it has quickly transformed into a multitude of options with various note-taking applications (apps). The purpose of this chapter is to provide a brief review of mobile devices and note-taking in K-12 classrooms. Additionally, it reviews and compares features of eight note-taking applications. These apps change how notes are taken, organized, stored, and accessed. This chapter provides an overview of each application with specific examples using Notability, as well as the advantages and disadvantages of taking notes on the iPad.

scholarly journals m-Learning: Positioning educators for a mobile, connected future

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Kristine Peters
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Comparative Research ◽  
First Century ◽  
Mobile Technologies ◽  
Just In Time ◽  
Learning Needs ◽  
Web Based ◽  
Learning Framework ◽  
New Methods

Mobile learning is variously viewed as a fad, a threat, and an answer to the learning needs of time-poor mobile workers, so does it have a place in delivering ‘mainstream’ learning? Based on a 2005 comparative research project, commissioned by the Australian Flexible Learning Framework, the paper reports on research into web-based information about the use of mobile technologies for commerce and learning, which was then tested through 29 interviews with manufacturers of mobile devices, businesses and education providers. The research found that mobile technologies were in common use in some commercial sectors but use purely for learning was rare. However m-learning lends itself to new methods of delivery that are highly suited to the ‘just enough, just in time, and just for me’ demands of twenty-first century learners.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2017 ◽  
pp. 74-92
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

scholarly journals An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

ReCALL ◽  
2008 ◽  
Vol 20 (3) ◽  
pp. 271-289 ◽  
Author(s):  
Agnes Kukulska-Hulme ◽  
Lesley Shield
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Rapid Evolution ◽  
Social Contact ◽  
Learning Needs ◽  
Social Contacts ◽  
Personal Learning ◽  
Mobile Assisted Language Learning

AbstractMobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

scholarly journals Mobile Cloud Computing as Competence Intensifier

2019 ◽  
Vol 8 (06) ◽  
pp. 24693-24697
Author(s):  
Neeta P. Sarode ◽  
Dr. J.W. Bakal
Keyword(s):  
Cloud Computing ◽  
Ubiquitous Computing ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Mobile Cloud Computing ◽  
Personal Digital Assistants ◽  
Mobile Cloud ◽  
Advantages And Disadvantages ◽  
Actual Existence

Since the arrival of mobile devices, such as Personal Digital Assistants (PDA’s), smartphones, tablets etc., and their amalgamation with cloud computing is bringing up and transforming ubiquitous computing into actual existence. This concept of ubiquitous computing straightens out the way to unusual and experimental applications, in which the mobile devices are integrated and provide assistance to the users. This paper discusses about the concept of mobile cloud computing, identify advantages and disadvantages of collaborating mobile applications with cloud and identify benefits of leveraging mobile learning services on cloud. Mobile cloud computing induces innumerable benefits and overcomes the technical limitations of mobile learning.

Learning With Mobile Devices

2019 ◽  
pp. 793-808 ◽  
Author(s):  
Helen Crompton ◽  
John Traxler
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Scientific Knowledge ◽  
Future Research ◽  
Research Directions ◽  
The Future ◽  
Future Research Directions ◽  
Portable Computers ◽  
The Way

The concept of learning with small portable computers was developed by Alan Kay in 1972. Since that early conception, scholars, such as Traxler, Sharples, and Soloway are the pioneering scholars who paved the way to a better understanding of the philosophical, pedagogical, and conceptual underpinnings of mobile learning today. In this chapter, an overview is provided to explicate the initial foundations of the emerging field of mobile learning (mlearning). Next, current scientific knowledge is delineated with explicit references to the early scholars. This chapter concludes with a preview of the future research directions in mobile learning.

Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom

2019 ◽  
pp. 82-100
Author(s):  
Constance Blomgren
Keyword(s):  
Public Education ◽  
Digital Technologies ◽  
Rural Students ◽  
First Century ◽  
Indigenous Populations ◽  
Learning Needs ◽  
Online Classroom ◽  
Current Trends ◽  
K 12 ◽  
Educational Delivery

Canada has a history and geography that has required the use of distance education models and resources, and with its distributed population the potential of blended and online learning to further address K-12 learning needs is presently viewed by government as a means to deliver public education. These commitments have produced numerous responses and concerns regarding technical infrastructure, discussions regarding pedagogy, professional development of teachers, and establishing the means to meet the needs of twenty-first century learners. The following overview provides the Canadian K-12 context and educational trends, issues, and concerns within digital technologies and distance learning. The resulting summary holds significance for jurisdictions that have a vast geography and dispersed rural students, indigenous populations, as well as K-12 urban learners who require flexible access to educational delivery. Additionally, the overview contributes to the emerging understanding and the variety of response to digital technologies as part of the Canadian educational landscape.

The Way of the Artist Educator paradigm: Fusing artistic studio practice and teaching pedagogy

2020 ◽  
Vol 16 (2) ◽  
pp. 227-244 ◽  
Author(s):  
Christopher M. Strickland
Keyword(s):  
Visual Arts ◽  
First Century ◽  
Future Research ◽  
Visual Arts Education ◽  
Teaching Pedagogy ◽  
Artist Educator ◽  
Arts Educators ◽  
Studio Practice ◽  
K 12 ◽  
The Way

The purpose of this autoethnographic study is to examine the experiences of visual arts educators who identify themselves as Artist Educators. In particular, this article investigates how these Artist Educators perceive the fusion of their artistic studio practice with their teaching pedagogy, and how the perception defines their identity and impacts their creative and classroom practices. This study involved a focus group of six individuals, including the researcher. All the participants were practising artists, currently employed or recently retired K-12 visual arts educators certified in the states of Maine or New Hampshire, and members of the Kittery Art Association. This study used a combination of interviews and an arts-based method for data collection. All the data were analyzed and resulted in seven findings that culminated in the Way of the Artist Educator ‐ an alternative paradigm for a quality and holistic twenty-first-century visual arts education. This article presents the paradigm, discusses the study’s implications and offers suggestions for future research.

scholarly journals Texas Resistance: Mexican American Studies and the Fight Against Whiteness and White Supremacy in K-12 at the Turn of the 21st Century

2021 ◽  
Vol 15 (2) ◽  
pp. 64-84
Author(s):  
Josué Puente ◽  
Stephanie Alvarez
Keyword(s):  
Mexican American ◽  
American Studies ◽  
White Supremacy ◽  
First Century ◽  
Community Members ◽  
Mexican American Studies ◽  
Language And Literature ◽  
Twenty First Century ◽  
K 12 ◽  
The Way

This essay recounts the efforts by various groups throughout Texas with a special emphasis on the Rio Grande Valley to implement Mexican American Studies at the turn of the twenty-first century. We offer a historical timeline of events that demonstrates how the Mexican American Studies course came into existence. We also detail the way in which some Mexican American Studies courses were implemented. In other cases, we describe the way different groups were able to offer professional development to teachers to help them incorporate more Mexican American Studies content in their non-Mexican American studies courses or provide the community with the resources on how to include Mexican American Studies at their school. The common theme throughout is an undeniable resistance and mobilization on the part of many, hundreds, of educators, students, and community members to ensure that the youth do not continue to receive a whitewashed education, to ensure that students receive a more accurate representation of history, culture, language, and literature. In essence, the essay details a very hard-fought battle against White supremacy in the schools at the turn of the twenty-first century in Texas in which Mexican American Studies emerged victorious many steps of the way.

Applications of Mobile Learning in Higher Education

2012 ◽  
pp. 268-281 ◽  
Author(s):  
Babita Gupta ◽  
Yangmo Koo
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Survey Methodology ◽  
Learning Tools ◽  
Effective Learning ◽  
Empirical Survey ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
E Learning

As mobile devices’ use among consumers accelerates at an exponential rate, there is a need to examine how these mobile devices can be used as effective learning tools and not just a form of communication. In this paper, the authors use an empirical survey methodology to study various mobile learning tools that are currently available for use in higher education, their advantages and disadvantages in m-learning versus e-learning implementations, and to explore the current trends in m-learning.

scholarly journals ОСОБЛИВОСТІ ВПРОВАДЖЕННЯ МОБІЛЬНОГО НАВЧАННЯ: ПЕРСПЕКТИВИ, ПЕРЕВАГИ ТА НЕДОЛІКИ

2018 ◽  
Vol 64 (2) ◽  
pp. 13 ◽  
Author(s):  
Halyna V. Tkachuk
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Application ◽  
Statistical Data ◽  
Educational Process ◽  
Electronic Learning ◽  
Advantages And Disadvantages ◽  
Teaching Aids ◽  
Electronic Teaching ◽  
Main Components

The article presents the results of the analysis of the prospects for the introduction of mobile learning on the basis of statistical data on the use of mobile devices, mobile training programs, wireless access. It was determined the place of mobile learning in the system of blended learning as the main form of organization of educational process using electronic learning means. Based on existing models of education, it was determined the main components of mobile learning. Also there are analyzed content types that can be used to organize mobile learning. It has been determined that the main types of mobile content may be a mobile site; mobile application; adapted electronic teaching aids; a separate type of content created by a teacher; social networks; unique content (augmented reality). The author are described the advantages and disadvantages of mobile learning and the use of mobile devices in the learning process.

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