The Value of Mobile Technology in Teaching and Learning

“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. 

(photo: www.innovativelyorgnized.com)

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)

Thinking about Thinking

Bertrand Russell famously said that: "Many people would sooner die than think.  In fact they do so." (Russell quoted in Halpern, p.2)

It seems that too often people only want to learn enough to pass the test or the assessment.  They read for the assignment rather than for the broader understanding of a topic.  I wonder what happened to curiosity.  Have testing and tight deadlines created a movement away from learning, to memorising information long enough to get through? It seems that an increasing number of students just want a degree, and care little about knowledge and developing skills. Yes, having a qualification is nice.  But what is so wrong with learning something along the way?

As a specialist support tutor, when I teach my on my one-to-one sessions I don't bombard them with information.  I like to ask them questions so that they have to think for themselves.  Surely that is the point of being a student.

               "Can you think of another word you can use?"

"Yeah, right click and use synonyms"
(photo: shutterstock images)

Reference

Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking (New York: Psychology Press 2014)

Interactivity with Technology

In the event that an error occurs in the above presentation please use this link

References: 
Presentation by Hannah Meiklejohn

Slide 2-
www.nhs.uk/dyslexia
www.dyslexia.com/famous
www.athome.readinghorizons.com
www.xtraordinarypeople.com

Slide 3 -
'Reading and Writing' Presentation by Hannah Meiklejohn
'Living with Dyslexia' Presentation by Hannah Meiklejohn

Our Aire of Questions

How can online questionnaires be used to benefit the teacher?

Questionnaires can be a great way to engage the class in something fun, whilst at the same time finding out essential information about the class.  In the questionnaire below, we sandwiched silly questions between sensible ones.  Asking participants their favourite colour (but only giving obscure options) added some playfulness to the questionnaire, but we also found out some useful information, such as: 

• The aspirations of our fellow classmates
• Valuable input on what they believe is important when teaching
• Ideas for delivering an inclusive lesson.

Doing something similar as a teacher could provide me with information such as the range of abilities, the expectations of the class, and the students' previous experience.  Depending on the questions, it could also be used to encourage deep or critical thinking about the subject being taught.

The Principles of Adult Learning (infographic)

Inspirational blog

Working in Adult Literacy

For teachers of adult literacy, numeracy, adult basic education, GED prep and adult ESOL; about teaching and adult learning.

I recently discovered this great blog about teaching literacy and numeracy to adult learners. Kate Nonesuch is an adult-education teacher with over twenty-five years experience.  In her blog she provides a wealth of material including hints and tips on classroom strategies and methods.  She also talks about educational theory, providing a contextual background to her approaches.

Her goal is "to share everything I know about teaching before I retire"
(Thanks Kate! Your knowledge and experience will help me no end.)

(Photo: www.katenonesuch.com)

Kate blogs about many aspects of adult education: subject-specific lessons; how adults learn; effective learning tools; how to engage with adults learners and so much more.  She also takes inspiration from other blogs, such as www.learningisthereward.com and Adult Literacy Research Institute.

She adds to her blog by including video from TED Talks, pictures and infographics (I love infographics!)

Kate makes it clear from the home page what her blog is about.  She has also included additional tabs which links to more specific information about her experience as a teacher.  As for the overall look of the blog, it is clean and easy to read, but I would prefer a different colour for the title. There is an index and a search box so you can look for specific topics on her blog, but it labels or tags and categories would be better for browsing.  Kate's index is also far down on the page, making it hard to find.   However, the contect of the blog is not only useful for teachers and education providers, it is fun, sometimes touching, and always informative. 

As a specialist support lecturer, I deal with adult learners with special educational needs on a daily basis.  By borrowing from Kate's experience in this area this blog will provide me with a better understanding of the way adults learn.  In addition to my current role, I am also interested in teaching literacy and numeracy.  Again, the wealth of material Kate has to offer will no doubt assist me in my teaching journey.

http://katenonesuch.com/