Mobile Technologies Provide Continuity Across Various Learning Experiences About Education - Education For Kids Preschool

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Mobile Technologies Provide Continuity Across Various Learning Experiences About Education



Mobile Technologies Provide Continuity Across Various Learning Experiences About Education


General Words:

Several researchers have suggested that we are entering a new era of technology enhanced learning, characterized as mobile learning (e.g., Sharples et al., 2005; Tatar et al., 2003), seamless learning.
Mobile Technologies Provide Continuity Across Various Learning Experiences About Education
Description:

Central to these notions is the idea that mobile technologies can be designed to enable children to move in and out of overlapping physical, digital, and communicative spaces. This mobility can be achieved individually, in pairs, in small groups, or as a whole classroom together with teachers, mentors, experts, parents, professionals, and others (Chan et al., 2006).For example, a child might use his iPhone to chat with a mentor in Second Life about biodiversity while sitting on a bus and then, based on the expert’s suggestions, join in a snail hunt in his local park, take photos with his phone, tag the snails’ location using GPS coordinates, and then send the data, with a suggestion as to what the snails are, to an online Website on biodiversity. 

The biologists monitoring the site could then send a message back to him verifying whether his identification of the snails was correct and could then add his data to a national database that the child could subsequently show to his biology teacher at school.  As shown in the previous example, being able to communicate with others what one is thinking and seeing is an integral part of learning. Through explaining to others and representing information via various media, children can be made aware of their own discrepancies in understanding, enabling them to revise their understanding (c.f. Chi, 1997). 

Mobile Technologies Provide Continuity Across Various Learning Experiences About Education
“One way in which learners may gain from working closely on a problem is by being required to make their thinking public and explicit” (Crook, 1994, p. 133). Collaboration can increase awareness, which in turn can enable children to reflect on what they are currently engaged in. Another concern is whether the focus should be on the technology being mobile or the extent to which the learner is mobile (Traxler, 2005). In some contexts, it is important that the activities are highly physical; in others, the portability of the mobile technology is more critical. For still others, it is the way the device is used among a group of children during a task that is important. If children are each given a mobile device, this can promote working by themselves, whereas if they have to share one, they are required to collaborate more.

Several researchers have sought to explain the principles behind mobile learning (e.g., Sharples, 2005). Some have proposed existing learning theories, such as constructivism; others have suggested that new theories are needed. Most studies to date that investigate mobile learning have been based on or informed by constructivist theories of learning, drawing from Vygotsky (1978) and Papert (1980). These propose that we construct knowledge and meaning from our experiences and that this is best achieved through doing or making things. Another approach has been to cast the theoretical underpinning of mobile learning more broadly in terms of embodiment (e.g., Marshall and Rogers, 2009; Price et al., 2009). Embodiment refers to the interactions and conversations that happen in our physical and social worlds and provide meaning (Dourish, 2001). 
 Mobile Technologies Provide Continuity Across Various Learning Experiences About Education
Conclusion:
A focus is on the intricate relationship between perception and action and the way that bodily experiences inform our understanding of abstract concepts. For example, abstract concepts, such as above, below, up, and down are understood through being physically experienced in the world (Lakoff and Johnson, 1980). Given that mobile learning typically involves acting and communicating in a physical and social world, rather than constructing things per se, it follows that ideas arising from embodiment may provide a more extensive account.


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