Augmenting Education

2016 ◽  
pp. 160-180 ◽  
Author(s):  
Russell William Beauchemin
Keyword(s):  
Learning Communities ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Physical Reality ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Google Glass ◽  
Virtual Realities ◽  
Operating Theatres ◽  
Teaching Learning

This chapter covers research surrounding augmented and virtual realities as types of mobile technologies for teaching and learning. The efficacy of these technologies as mobile learning tools will be presented and how these technologies might be used to enhance or even create contemporary classrooms such as virtual operating theatres and virtual tours while on-the-go. The chapter will also present some conclusions that can be drawn from various augmented and virtual realities research using Google Glass and Google Cardboard as well as challenges and concerns in terms of privacy and detachment from physical reality. Finally, this chapter presents examples of how Google Glass Explorers use AR devices to deconstruct traditional segmented classrooms and reconstruct modern-day learning communities where teaching, learning, collaborating, and sharing become integrated.

Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

2013 ◽  
pp. 539-562
Author(s):  
Therese Cumming ◽  
Cathi Draper Rodríguez ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
New Technologies ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Evidence Based Practices ◽  
Teaching Learning ◽  
Ipad Applications

Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for individualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.

Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

2013 ◽  
pp. 55-78 ◽  
Author(s):  
Therese Cumming ◽  
Cathi Draper Rodríguez ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
New Technologies ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Evidence Based Practices ◽  
Teaching Learning ◽  
Ipad Applications

Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for individualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.

Aligning iPad Applications with Evidence-Based Practices in Inclusive and Special Education

2013 ◽  
pp. 397-420
Author(s):  
Therese Cumming ◽  
Cathi Draper Rodríguez ◽  
Iva Strnadová
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
New Technologies ◽  
Evidence Base ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Evidence Based Practices ◽  
Teaching Learning ◽  
Ipad Applications

Special educators globally are adopting mobile technologies such as the iPad for use in classrooms for everything from textbook replacement to assistive technology. Despite the devices’ large potential for individualizing teaching, learning, and communication, these are relatively new technologies, and the evidence base to support their use as teaching and learning tools in special education is scarce. This chapter discusses a theoretical framework and several methods that can be used to support the use of iPads to assist students with disabilities. It also details the potential uses of iPads and their corresponding applications for students in special education.

scholarly journals Technology-mediated teaching and learning process: A conceptual study of educators’ response amidst the Covid-19 pandemic

2021 ◽  
Author(s):  
Kingsley Okoye ◽  
Jorge Alfonso Rodriguez-Tort ◽  
Jose Escamilla ◽  
Samira Hosseini
Keyword(s):  
Teaching And Learning ◽  
Linear Trend ◽  
Univariate Analysis ◽  
Learning Experiences ◽  
Well Being ◽  
Learning Tools ◽  
Main Challenge ◽  
Teachers And Students ◽  
Efficient Learning ◽  
Teaching Learning

AbstractThe COVID-19 pandemic has disrupted many areas of the human and organizational ventures worldwide. This includes new innovative technologies and strategies being developed by educators to foster the rapid learning-recovery and reinstatement of the stakeholders (e.g., teachers and students). Indeed, the main challenge for educators has been on what appropriate steps should be taken to prevent learning loss for the students; ranging from how to provide efficient learning tools/curriculum that ensures continuity of learning, to provision of methods that incorporate coping mechanisms and acceleration of education in general. For several higher educational institutions (HEIs), technology-mediated education has become an integral part of the modern teaching/learning instruction amidst the Covid-19 pandemic, when digital technologies have consequently become an inevitable and indispensable part of learning. To this effect, this study defines a hybrid educational model (HyFlex + Tec) used to enable virtual and in-person education in the HEIs. Practically, the study utilized data usage report from Massive Open Online Courses (MOOCs) and Emotions and Experience Survey questionnaire in a higher education setting for its experiments. To this end, we applied an Exponential Linear trend model and Forecasting method to determine overall progress and statistics for the learners during the Covid-19 pandemic, and subsequently performed a Text Mining and Univariate Analysis of Variance (ANOVA) to determine effects and significant differences that the teaching–learning experiences for the teachers and students have on their energy (learning motivation) levels. From the results, we note that the hybrid learning model supports continuity of education/learning for teachers and students during the Covid-19 pandemic. The study also discusses its innovative importance for future monitoring (tracking) of learning experiences and emotional well-being for the stakeholders in leu (aftermath) of the Covid-19 pandemic.

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 Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Wamda

2019 ◽  
pp. 203-226
Author(s):  
Athra Sultan Alawani
Keyword(s):  
Social Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Smart Systems ◽  
Learning Platform ◽  
Teachers Professional Development ◽  
Smart Mobile

Teachers' professional development programs need to be reconsidered to meet their expectations in the new digital era. Thus, there is need to consider the importance of offering mobile, informal, and social learning in the workplace through smart utilization of the emerging mobile technologies. This chapter introduces the features of an innovative mobile and social learning platform, which aims at improving teachers' performance in the UAE and the Arab world by promoting knowledge and skill through better integration of ICT in the teaching and learning process and better adoption of learner-centric learning. A smart mobile learning platform called “Wamda” is providing micro-courses that are relevant to the curriculum, experiential, and immersive. It is designed to utilize the power of mobile learning technologies, artificial intelligence techniques, and social networking approach. Through this chapter, the critical pedagogical and technical aspects of creating a smart mobile learning environment were elaborated and checked against a list of attributes of smart systems.

Mobile Learning Technologies as a Means of Maintaining Education Delivery In Crisis Situations

2019 ◽  
Vol 15 (3) ◽  
pp. 1-10
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Mobile Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Learning Tools ◽  
School Closures ◽  
International Agencies ◽  
Proper Training ◽  
Education Delivery ◽  
The Impact

The disruption of education services during major crises poses a challenge for international agencies, governments, schools, and communities. The article demonstrates a potential role for mobile technologies in supporting continuity of education delivery during temporary school closures caused by such crises. Discussing how school administrators can reduce the impact on students, this article describes an interactive online educational environment and outlines the advantages of available mobile learning devices for this purpose. With proper training, teachers can integrate mobile learning tools in both classroom activities and out-of-classroom learning. The article will be of interest to educational policy makers and school administrators with responsibility for ensuring continued education delivery in the aftermath of major crises.

Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses

2017 ◽  
Vol 9 (3) ◽  
pp. 1-11 ◽  
Author(s):  
Dorothy (Willy) Fahlman
Keyword(s):  
Registered Nurses ◽  
Mobile Learning ◽  
Continuing Professional Development ◽  
Mobile Technologies ◽  
Leadership Strategies ◽  
Distributive Leadership ◽  
Learning Tools ◽  
Healthcare Organizations ◽  
Work Settings ◽  
Canadian Healthcare

The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements for professional nursing practice. As self-directed learners, they are using these learning tools at point-of-need to access rich online healthcare resources, collaborate, and share information within their communities of practices. Yet, paradoxically, there are Canadian healthcare organizations that have not embraced work-based mobile learning and their contextual factors constrain and/or impede registered nurses' learning. Therefore, the goal of this reflective paper is to stimulate discussion on distributive leadership strategies for embedding this pedagogical mode of learning into Canadian healthcare workplaces for registered nurses' ongoing skills and continuing professional development.

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

2020 ◽  
Vol 12 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Mourad Benali ◽  
Mohamed Ally
Keyword(s):  
Conceptual Framework ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Mobile Technologies ◽  
Implementation Barriers ◽  
Policy Makers ◽  
Learning Challenges ◽  
Learning Programs ◽  
Facilitating Conditions

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

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