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.

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.

Framing Mobile Learning

2015 ◽  
pp. 380-395
Author(s):  
Kim A. Hosler
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
Instructional Unit ◽  
Learning Materials ◽  
Inquiry Based Learning ◽  
Frame Model ◽  
Mobile Education ◽  
Teaching And Learning Strategies

The purpose of this chapter is to introduce faculty and instructors, and those interested in using mobile technologies to support teaching and learning, to the Framework for the Rationale Analysis of Mobile Education (FRAME; Koole, 2009). This chapter discusses how mobile or handheld devices can be used to promote inquiry-based learning and constructivist and authentic pedagogies. Additionally, the chapter discusses Koole's (2009) FRAME model as a scaffold for guiding “the development of learning materials, and the design of teaching and learning strategies for mobile education” (p. 25). Lastly, the FRAME model is used to guide the implementation of an inquiry-based instructional unit incorporating mobile or handheld devices.

Framing Mobile Learning

2015 ◽  
pp. 238-253
Author(s):  
Kim A. Hosler
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Handheld Devices ◽  
Instructional Unit ◽  
Learning Materials ◽  
Inquiry Based Learning ◽  
Frame Model ◽  
Mobile Education ◽  
Teaching And Learning Strategies

The purpose of this chapter is to introduce faculty and instructors, and those interested in using mobile technologies to support teaching and learning, to the Framework for the Rationale Analysis of Mobile Education (FRAME; Koole, 2009). This chapter discusses how mobile or handheld devices can be used to promote inquiry-based learning and constructivist and authentic pedagogies. Additionally, the chapter discusses Koole's (2009) FRAME model as a scaffold for guiding “the development of learning materials, and the design of teaching and learning strategies for mobile education” (p. 25). Lastly, the FRAME model is used to guide the implementation of an inquiry-based instructional unit incorporating mobile or handheld devices.

scholarly journals Using wireless and mobile technologies to enhance teaching and learning strategies

2020 ◽  
Vol 17 (3) ◽  
pp. 1555
Author(s):  
Kahkashan Tabassum
Keyword(s):  
Virtual Reality ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Communication Services ◽  
Educational Benefits ◽  
Teaching And Learning Strategies ◽  
Level Of Understanding ◽  
Smart Mobile ◽  
Children Education

The tremendous development and sensational popularity  of smart mobile devices that offer remarkable availability of seamless  and uninterrupted  communication services at anytime, anywhere,  to any content as well as any prospects represent a new cohort of technological tools that could be utilized for inculcating creative skills in young children. Now a days many companies are  manufacturing lot of apps that target children education and entertainment. Both the Parents and educators find a huge responsibility in evaluating and  selecting such devices and decide which of these offer potential educational benefits for their children. This decision is critical to them since they  restricted tools to evaluate the applications available in the market. Hence the development of an  interactive and multisensory component based mobile application environment with integrated physical and virtual reality scenario could solve the issue related to the children education and entertainment. This is not just  limited to education and the entertainment domain but will explore essential features of virtual reality environment and interactivity. Children with special education needs find it difficult to understand  new knowledge and concept but by the use of virtual reality worlds produced for children could enhance their level of understanding. Therefore this paper dscusses the development of  adaptable, customizable and virtual reality based compliant applications for children. These applications would be useful to enhance learning essentials and improve  diverse sensory and cognitive impairments in even children with special needs by resolving  mobility issues. This application could be made available on i-pads, tablets, etc  and will be intelligent to perform switch between the different intellectual ranges of children accessing it. In other words it will present self-adaptability feature. This research study also focuses on the activities that are suitable for learning purposes with students with impairments.

scholarly journals EVALUATION OF INNOVATIVE TEACHING AND LEARNING STRATEGIES IN SCIENCE EDUCATION: COLLABORATIVE WORK AND PEER ASSESSMENT

2012 ◽  
Vol 43 (1) ◽  
pp. 86-94
Author(s):  
Lúcia Pombo ◽  
Mário Talaia
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Collaborative Work ◽  
Holistic Approach ◽  
Teaching Methodology ◽  
Innovative Teaching ◽  
Teaching And Learning Strategies ◽  
The University

This paper presents the design of the curricular unit "Nature Integrated Sciences I” for the Course of Primary School Teachers of the 1st cycle of Higher Education at the University of Aveiro (Portugal). This curricular unit integrates a holistic approach to science based on the STS movement, where the activities promote collaborative work, such as study visits, field trips, laboratory classes, public presentations of works, discussion activities and self-and peer-assessment. It is intended to evaluate innovative teaching and learning strategies by hearing the students’ opinions about the proposed activities, their attitudes towards collaborative work and peer assessment. A questionnaire was applied online during the currilucar unit and the results show that most students felt that the teaching methodology was appropriate, group activities were relevant and assessment strategies contributed to the development of the targeted skills and building of knowledge. Key words: collaborative work, peer assessment, science education.

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