“Technology of various kinds… can have a strong influence on
how learning and its associated cognitive activity take place…” (Naidu, 2007, p. 30)
Today, mobile technology such as smartphones and tablets make Internet access more available than ever before. “As more and more individuals added data plans to their cellular phones and made texting and social networking sites part of their everyday lives, this constant connectedness had a transformative impact on educational practice…ease of access to online resources and communications…” (Roblyer & Doering, 2014, p. 19) As adult education often has a large social element, using mobile technology can enhance the social aspect of learning. The number of mobile technologies available makes the idea of an online community of learners very achievable, and useable on an everyday piece of mobile technology. By using their devices for learning students are afforded the freedom of “their own personal workplace” (Crook, 2001 cited in Naidu, 2007 p.30), and an opportnity for learning activity on a device they are confortable using. In contrast to this idea, Abbot describes the ‘teaching machines’ of the early 1960s and how they “soon became extremely tedious”. (2001, p. 68) His recall of how these machines were met with initial exitment, only to be disgarded as soon as the novelty wore off suggests that the technology used by students outside the classroom is more likely to be sustained as a learning tool than a ‘fad’ within the classroom.
As well as smartphones and tablets, Ebooks and online
resources have become “more prominent alternatives to printed texts.” (Roblyer &
Doering, 2014, p. 20) The benefit of these resources
is the accessibility and transportation of a wealth of material.
Mobile technology not only enhances learning opportunities,
but it can also have a huge advantage to teaching. For example, lesson preparation and class
materials can be carried from place to place on a transportable hard-drive
(flash drive or larger external hard-drives) on sharable drives, or on a laptop
or tablet. Mobile technology provides the opportunity to take teaching outside
of the classroom, if appropriate, and make learning interactive. Further to this, it can record learning for
observation and assessment. This can
help with “focused reflection... enhanced metacognitive knowledge, awareness
and control over personal teaching practice.”
(Naidu, 2007, p. 83) Using technology as a tool for learning, particularly in adult education can have a positive impact on conceptualization, construction and critique.
To conclude, using technology for teaching, and utilising
the mobile technologies available, can help engage learners, and encourage
active participation. Teachers can use
mobile technology to not only enhance their lessons, and the experience of the
learner, but as a tool for self-assessment and reflection.
References
Abbot, Chris ICT:
Changing Education (London: Routledge, 2001)
Naidu, Som (ed.) Learning and Teaching with Technology;
Principles and Practices (London: Routledge, 2007)
Roblyer, M.D. and Aaron H. Doering Intergrating
Educational Technology into Teaching [New International Edition] (Essex: Pearson, 2014)
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