Issues and Trends in Instructional Technology: Increased Use of Mobile Technologies and Digital Content to Provide Untethered Access to Training and Learning Opportunities

2016 ◽  
pp. 15-26 ◽  
Author(s):  
Abbie Brown ◽  
Tim Green
Keyword(s):  
Instructional Technology ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Digital Content

Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

2020 ◽  
pp. 1-14
Author(s):  
Nykela H. Jackson
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Local Community ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Responsive Teaching ◽  
Practical Support ◽  
Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

Mobile Learning and Indigenous Education in Canada

2017 ◽  
Vol 9 (2) ◽  
pp. 39-60 ◽  
Author(s):  
Siomonn Pulla
Keyword(s):  
New Media ◽  
Mobile Learning ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Learning Opportunities ◽  
Culturally Relevant Teaching ◽  
Mobile Technologies ◽  
Urban Centers ◽  
Quality Learning ◽  
Indigenous Learners

M-Learning holds great potential for supporting the positive educational outcomes of underserved Indigenous communities in the Candian North, and even in urban centers, that are at risk of exclusion from affordable, high-quality learning experiences. The technical advantages of having mobile technology to deliver educational curricula and assess outcomes, however, must not overshadow the continuing need for culturally relevant teaching modalities that work for Indigenous learners. When used innovatively, mobile learning can be integrated successfully into a context of existing practices, beliefs, experiences, and values related to Indigenous epistemologies and pedagogies. These mobile technologies are not only helping Indigenous learners to develop new media aptitudes, they are providing an opportunity for learners and instructors to develop stronger links between formal and informal learning opportunities, building on the inherently mobile and contextual traditions of Indigenous peoples.

Reflective E-Learning Pedagogy

2011 ◽  
pp. 18-33
Author(s):  
Leah Herner-Patnode ◽  
Hea-Jin Lee ◽  
Eun-ok Baek
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Instructional Technology ◽  
Learning Opportunities ◽  
Higher Learning ◽  
Delivery Methods ◽  
Institutions Of Higher Learning ◽  
E Learning ◽  
Course Outcomes ◽  
Technology In Higher Education

The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value of technology in reaching larger numbers of students. The challenge for those instructors who implement such technology in higher education is to correctly apply pedagogy that has been successful in student learning to these new delivery methods. In some cases new pedagogy is being created. For successful facilitation of knowledge to take place, instructors must make students partners in the process, help them learn to reflect about their activities, and focus on course outcomes rather than the technology itself. We will share key E-learning pedagogy from different areas of specialty (mathematics education, special education, and instructional technology) in higher education.

Fusing Culturally Responsive Teaching, Place Conscious Education, and Problem-Based Learning With Mobile Technologies

2017 ◽  
pp. 288-306
Author(s):  
Nykela H. Jackson
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Local Community ◽  
Real Life ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Responsive Teaching ◽  
Practical Support ◽  
Life Issues

Students must be provided meaningful learning opportunities to employ content through active learning opportunities that capitalize their interests (mobile technologies), fuse real life issues (problems that they face in school or local community), and sustain their curiosity (creative learning experiences). Using mobile technologies for culturally responsive, problem based learning is a powerful and unique way to prepare students for the four C's: critical thinking, communication, collaboration, and creativity. This chapter provides theoretical and practical support of the innovative impact of using mobile technologies in student selected, problem focused learning.

scholarly journals Mobile blogs in language learning: making the most of informal and situated learning opportunities

ReCALL ◽  
2009 ◽  
Vol 21 (1) ◽  
pp. 96-112 ◽  
Author(s):  
Anna Comas-Quinn ◽  
Raquel Mardomingo ◽  
Chris Valentine
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Situated Learning ◽  
Learning Experience ◽  
Pilot Project ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Language And Culture ◽  
Educational Environments ◽  
Formal And Informal Learning

AbstractThe application of mobile technologies to learning has the potential to facilitate the active participation of learners in the creation and delivery of content. Mobile technologies can also provide a powerful connection between a variety of formal and informal learning contexts and can help to build a community of learners. However these versatile tools present challenges to educators and learners alike. The paper discusses the pedagogical challenges that result from the introduction of mobile technologies in language learning in the context of an intensive week of study abroad. We describe and evaluate a pilot project that uses mobile blogging to promote a constructivist, situated and informal learning experience of the foreign language and culture based on theories of active learning. We aim to encourage interaction and a sense of community among learners outside formal educational environments and in different locations as we ask them to engage with the foreign culture by capturing, sharing and reflecting on their experiences for their peers.

scholarly journals Students' Attitudes Towards the Use of Mobile Technologies in e-Evaluation

2017 ◽  
Vol 11 (5) ◽  
pp. 195 ◽  
Author(s):  
Mostafa Al-Emran ◽  
Said A. Salloum
Keyword(s):  
Situated Learning ◽  
Evaluation System ◽  
Wide Spectrum ◽  
Learning Opportunities ◽  
Mobile Technologies ◽  
Male Students ◽  
New Wave ◽  
Significant Difference ◽  
Students Attitudes ◽  
Future Work

Mobile learning (M-learning) is a new wave in the era of educational technology that provides informal, personal, voluntary and situated learning opportunities for both learners and educators. Mobile-based assessment is one of the emerging technologies that attract many scholars to investigate its effectiveness due to the wide spectrum of its features like portability, interactivity, flexibility, and ubiquity. Based on the surveyed literature, we noticed that there is a lack of studying the students' attitudes towards the utilization of mobile technologies in the context of e-Evaluation. The present study attempts to investigate the students' attitudes towards the utilization of mobile technologies in the e-Evaluation system of instructors. The data was collected through a questionnaire survey from Al Buraimi University College (BUC) in Oman. The total number of participants is 354 students. Findings indicated that 99% of the students own a mobile phone or tablet. Moreover, results indicated a statistically significant difference among the students’ attitudes in terms of their gender where the differences were in favor of male students. In contrast, results revealed no statistically significant differences among the students’ attitudes in terms of their age, degree, and department. Furthermore, other implications and future work are also reported in the study.

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