Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning

2018 ◽  
pp. 240-258
Author(s):  
Doo Hum Lim ◽  
Kristie Tschopp-Harris
Keyword(s):  
Active Learning ◽  
Mobile Technology ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Low Cost ◽  
Primary Objective ◽  
Mobile Technologies ◽  
Design Development ◽  
The Social

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools are encompassing more technology is often restrained by financial constraints and rapid advances in the static equipment, making the equipment outdated within a short period of time. However, the use of relatively low cost mobile technologies such as tablets and cell phones in the classroom setting have reduced the social and logistical barriers in education and enhanced the creative active learning processes. The primary objective of this chapter is to offer insights into the importance of using mobile technology to educate students in today's connected society and to identify the multi-faceted advantages of mobile technology within an active learning curriculum design to encourage a meaningful learner-centered experience.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals Teaching and Learning Physics with Smartphones

2015 ◽  
Vol 17 (1) ◽  
pp. 31-50 ◽  
Author(s):  
M. Á. González ◽  
Manuel Á. González ◽  
M. Esther Martín ◽  
César Llamas ◽  
Óscar Martínez ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Teaching And Learning ◽  
Low Cost ◽  
Positive Influence ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Know How ◽  
Measurement Devices ◽  
The One ◽  
Physics Experiments

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

scholarly journals Classroom assemblage: the vibrant setting of the schooling process

2016 ◽  
Vol 18 (3) ◽  
pp. 580
Author(s):  
Paula Cristina Lameu
Keyword(s):  
Social Sciences ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Post Secondary ◽  
The Social ◽  
Multiple Case ◽  
Social Realm ◽  
Schooling Process ◽  
Matter Energy

Some scholars and researchers have been claiming we are in a New Materialist and Posthumanist era. It means that for the ones who are researching in Social Sciences, the focus is not only the human as the centre and the cause of what happens in the social realm. For human, nonhuman and inhuman are attributed the same importance in research once all of them are components of reality, inserted in nature.Reality is regarded as complex, not simple straightforward isolated cause and effect processes. This is how the classroom is supposed to be observed in educational research: not only teaching and learning, but these two processes and policy making, and identity construction, and emotional flows, and curriculum, and schooling, and…, and…The purpose of this paper is to reflect upon the complexity of the classroom environment regarded as an assemblage. The hypothesis is that all the components of the assemblage are equally vital, although some components are more vibratory than others. The theory of Vitalism from Driesch (1914) and the Vital Materialism from Bennett (2010a, 2010b) are used as the theoretical tools for analysis. Assemblage Ethnography (YOUDELL, 2015; YOUDELL and MCGIMPSEY, 2015) is the methodology of data collection. A multiple case study was developed in three different schools in United Kingdom: one Primary, one Secondary and one Post-secondary. The results suggest that teacher and students are the components who most influence on the classroom assemblage composition, decomposition and recomposition orienting the flows of matter-energy once they are change-creating agents.

Beginning Chinese as a Foreign Language Online Course Design

2016 ◽  
pp. 104-142
Author(s):  
Bailu Li ◽  
Sijia Yao ◽  
Wei Hong
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Course Design ◽  
First Year ◽  
Distance Teaching ◽  
Design Development ◽  
Learning Content ◽  
Language Courses ◽  
Virtual Interaction

The explosive worldwide growth of the internet inspired the initial emergence and further implementation of distance teaching and learning in a multitude of areas, including languages (Harasim, 2000; Holmberg et al., 2005; White, 2003, 2006; Blake & Delforge, 2007; Hampel & de los Arcos, 2013). The change from the traditional classroom environment to a more diversified and flexible distance setting has been embraced by many educators, administrators, and students, yet it has also generated doubt and resistance from others. Students may potentially benefit from more efficient uses of multimedia resources with increased critical thinking, communication, and problem-solving skills (Tricker et al., 2001; Felix, 2002; Spangle, Hodne & Schierling, 2002; Levy & Stockwell, 2006). Meanwhile, critics also highlight the potential drawbacks for distance learning students, including isolation from peers, lack of engagement, and insufficient technical support (Shield 2000; Muilenburg and Berge, 2005; Simonson et al., 2009; Berge 1999; Hara and Kling 2000; Bower, 2001; Wang & Chen 2013). This chapter concerns the ways in which distance online learning content can be designed and developed through the utilization of multimedia and cultural-enriched materials for first-year-level College Chinese Foreign Language (CFL) courses. Discussions about employing virtual interaction, including student-content, student-instructor, and student-student interaction in course design and course design development. The chapter will end with discussions of the current challenges and new directions for a better practice of teaching and learning of Chinese language courses at a distance.

scholarly journals Peer Feedback in Writing through Georgian EFL Undergraduate Students’ Eyes

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Mariam MERKVILADZE
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Writing Skills ◽  
Peer Feedback ◽  
Primary Objective ◽  
Educational Institutions ◽  
Efl Students ◽  
The Subject

Throughout the years educators, educational experts, teachers and tutors have been in the constant search of effective ways of teaching and assessing writing. The views about assessment of writing have encountered changes over the years. Therefore, feedback has become one of the fundamental aspects of teaching and learning writing. Peer feedback is one of the special ways to share the knowledge about writing and at the same time to contribute to creating the learner-oriented classroom environment within which students become active participants of their own path of learning writing. The primary objective of the present study is to investigate Georgian higher educational institutions’ (HEIs’) undergraduate EFL students’ perception of peer feedback and its role in the process of developing their writing skills. The findings of the present study show that peer feedback is appealing for the learners, since they believe it develops their critical-thinking and self-reviewing skills and gives them the sense of active participation. However, the present research has also revealed that the elements of friendship-related bias need special attention and should be the subject of further research in that field. 

Reading, Writing and AAC: Mobile Technology Strategies for Literacy and Language Development

2015 ◽  
Vol 24 (1) ◽  
pp. 19-25
Author(s):  
Kerry Davis ◽  
Sean Sweeney
Keyword(s):  
Mobile Technology ◽  
Augmentative And Alternative Communication ◽  
Low Cost ◽  
Literacy Skills ◽  
Mobile Technologies ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Powerful Means ◽  
Communication Impairments ◽  
Technology Strategies

Mobile technology (e.g., tablets, smartphones) continues to take public school and overall therapeutic environments by storm. The merging of mobile technology and augmentative and alternative communication (AAC) can be a relatively low-cost solution for individuals with communication impairments. Still, practitioners need to be equipped to make informed decisions about when, how, and why specific mobile technologies and related applications might support a child's language, literacy, and academic skills, possibly in conjunction with AAC. Language and literacy development are a critical aspect of a speech-language pathologist's scope of practice (American Speech-Language-Hearing Association, 2007). Therefore, when considering mobile technologies for learning, the practitioner needs to consider the interplay between reading, writing, and communication. For children with complex communication profiles, speech-language pathologists can use mobile technologies as a powerful means to foster communication, language, and literacy skills.

Integrating Digital/Mobile Learning Strategies With Students in the Classroom at the Historical Black College/University (HBCU)

2018 ◽  
pp. 390-408 ◽  
Author(s):  
Audrey McCrary Quarles ◽  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
James Edward Osler II ◽  
Leslie Rech
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Millennial Students ◽  
Innovative Strategies ◽  
Global Impact ◽  
Discipline Area

Today's digital classroom must include contemporary learning strategies to interest the millennial students. Students are learning the latest digital/mobile technologies daily. Likewise, the professors must keep up with students and encourage universities to invest in digital technologies. Without this, how can students be ready for the working world and the global impact of education? Of course, this is not a question to answer right now; however, educators must take it serious in preparing students for the competitive workforce. Faculty must stay current with the latest digital/mobile technology and seek innovative strategies to keep abreast of research within the discipline area. This chapter's purpose is to: 1) examine authors' perception of digital/mobile learning technologies at HBCUs; 2) examine research on digital/mobile technology in classrooms; 3) discuss teaching and learning strategies that can impact the digital/mobile learning environment; and 4) note the global impact of learning strategies in classrooms.

The Agility of Agile Methodology for Teaching and Learning Activities

2016 ◽  
pp. 283-292
Author(s):  
Deshinta Arrova Dewi Dewi ◽  
Mohana Muniandy
Keyword(s):  
Active Learning ◽  
Performance Feedback ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
System Development ◽  
Evaluation Framework ◽  
Academic Learning ◽  
Great Success ◽  
Team Members ◽  
Agile Methodology

This paper presents the review of literatures that shows the contribution of the agile methodology towards teaching and learning environment at university level. Teaching and learning at university has since migrated from traditional learning to active learning methodology where students are expected to learn by doing rather than listening passively to lectures alone. The agile methodology naturally has promoted the active participation of team members during system development phases. Some literature have proposed ways of adopting agile into active learning to improve teaching and learning processes and have highlighted this method as a great success. We would like to highlight how efficient the agile concept is in tackling several situations in academic learning as shown by an interesting mapping of agile principles to the classroom environment. We also offer options for the agile evaluation framework to consider academic environment as a tool to obtain the agile performance feedback.

scholarly journals Teaching and Learning Physics with Smartphones

2016 ◽  
pp. 866-885 ◽  
Author(s):  
M. Á. González ◽  
Manuel Á. González ◽  
M. Esther Martín ◽  
César Llamas ◽  
Óscar Martínez ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Positive Influence ◽  
The Other ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Know How ◽  
Measurement Devices ◽  
The One ◽  
Physics Experiments

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

Creative Teaching and Learning Strategies for Novice Users of Mobile Technologies

2013 ◽  
Vol 5 (3) ◽  
pp. 68-79 ◽  
Author(s):  
Jennifer Masters
Keyword(s):  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Mobile Technologies ◽  
Learning Context ◽  
Creative Teaching ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies

This paper addresses perspectives of creative teaching and learning strategies in the new learning context of mobile technology, particularly for novice learners. The discussion presented here is framed by two case studies and uses an ethnographical approach, informed by participant observation to consider the experiences of users of mobile devices who do not have prior experience with information and communication technologies. Although the lack of prior understanding of the novice user initially presented a hurdle for working with mobile technology tools, it was noted that an ‘innocence of perceiving and behaving’ (Maslow, 1971) could advantage these learners to work in new and creative ways that may not be considered by more experienced users. It was also identified that the creative learning could be facilitated by intentional support and both innovative teaching strategies and imaginative teaching scenarios are important components of this framework.

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