Blog Post 2: Handheld Devices

Technology is fast paced and ever changing.  Upon first stumbling across the article, Mobile Learning, written in 2009, I thought the information would be outdated and unable to relate to.  However, after delving into the content, I found it to be very interesting.  Although the tools available are more abundant now, the basic ideas of utilizing technology in education have not really changed that much in the last six years.      

One of the first key points gathered from the article I found was that with the inception of Web 2.0, mobile learning has evolved from activities being designed by teachers and offered to students as a “top-down” activity, to one where learners are using devices to support their own independent learning.  The most common use for mobile devices at the time this article was written was to generate content and share it with others.  The article states that although this was a popular activity, it wasn’t done on a widespread basis due to not having a place to put all that collected data.  One professor responsible for providing information for the article was interested in finding ways that more input from learners could be used to move further away from the top down model.  Agnes Kukulsa-Hulme, who teaches at The Open University's Institute of Educational Technology explains, “We’re getting more feedback about learners’ needs, such as their study materials and how these relate to their work environment, so that we can capture this “in the moment feedback” and pass it to teaching staff and refine materials accordingly." (Dhanjal, 2009)

With the continuous access that mobile devices offer, students that don’t have regular access to a desk or a PC are not limited in acquiring knowledge or skills.  Content for language learning, and software to enable collecting data in the field, including GPS-related data, are becoming popular uses for mobile device learning.  Populations such as migrant workers can use their devices to learn language skills related to vocabulary, dialogue, and ESOL work qualifications.    

The last key point I gathered from this article was that with the number of personal devices owned by students on the rise, the author predicts that the amount of equipment owned by a college will be reduced.  This will change the way teaching occurs including but not limited to lecturers using wireless devices to key in questions for the entire class to see in real time without interruption to the lecture, and using SMS to summarize text. 

Although the article I read does not mention the utilization of quick response (QR) codes, presumably due to the fact that the article predates that technology, I am excited about using this tool in the library. The possibilities for using QR codes are endless.  From hearing book talks done by teachers to viewing YouTube videos for information, to placing inside books to send readers to reviews of the book. 

I envision using QR code technology to enhance content knowledge being taught by the classroom teacher. For example, if a second grade class is learning about penguins in science, I would set up stations in the library where the students would rotate through with iPads equipped with QR scanner software, along with a clipboard containing a sheet with a list of questions to answer.  As the students scan the QR codes at each station with their device, new information will be presented. The first station may have a map of where penguins live.  The second station can be an informative video clip to watch of penguins in their natural habitat.  A third station can feature a book trailer referencing a book about penguins to read.  Station four could have a list of key vocabulary words with a matching word game to play.  With older grades, the students themselves can create and program the QR codes, possibly as an assessment activity, with the information the teacher requires.

QR codes are easy to create and have many uses in the library.  They are engaging and entertaining for the students. I look forward to learning more ways to implement this technology into my future library. 

Source: 
Dhanjal, C. (2009). Mobile learning. Multimedia Information & Technology, 35(3), 92-95