Mobile Learning E-Book

Scott McQuiggan

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: SAS Institute Inc
• Sprache: Englisch

Seitenzahl: 589

Veröffentlichungsjahr: 2015

Beschreibung

Explore the game-changing technology that allows mobile learning to effectively reach K-12 students Mobile Learning: A Handbook for Developers, Educators and Learners provides research-based foundations for developing, evaluating, and integrating effective mobile learning pedagogy. Twenty-first century students require twenty-first century technology, and mobile devices provide new and effective ways to educate children. But with new technologies come new challenges--therefore, this handbook presents a comprehensive look at mobile learning by synthesizing relevant theories and drawing practical conclusions for developers, educators, and students. Mobile devices--in ways that the laptop, the personal computer, and netbook computers have not--present the opportunity to make learning more engaging, interactive, and available in both traditional classroom settings and informal learning environments. From theory to practice, Mobile Learning explores how mobile devices are different than their technological predecessors, makes the case for developers, teachers, and parents to invest in the technology, and illustrates the many ways in which it is innovative, exciting, and effective in educating K-12 students. * Explores how mobile devices can support the needs of students * Provides examples, screenshots, graphics, and visualizations to enhance the material presented in the book * Provides developers with the background necessary to create the apps their audience requires * Presents the case for mobile learning in and out of classrooms as early as preschool * Discusses how mobile learning enables better educational opportunities for the visually impaired, students with Autism, and adult learners. If you're a school administrator, teacher, app developer, or parent, this topical book provides a theoretical, well-researched discussion of the pedagogical theory and mobile learning, as well as practical advice in setting up a mobile learning strategy.

Leseprobe

Table of Contents

Series Page

Title Page

Copyright

Preface

Acknowledgments

Chapter 1: Changing Education with Mobile Learning

A Brief History of Educational Technology: What Will Revolutionize the System?

Mobile Learning: Reaching Kids Today

What Is Mobile Learning?

Benefits and Challenges of Mobile Learning

How to Make Mobile Learning Work

Conclusion

Notes

Section 1: The Mobile Classroom

Chapter 2: The Science of Learning

Introduction

Information Processing and Learning

Other Critical Facets of Learning

Implications for Mobile Learning

Conclusion

Notes

Chapter 3: What Is It about These Devices?

Connected

Aware

Multimodal

Familiar

Personal

Comprehensive

Consolidated

Portable

Relevant

Secure

Conclusion

Notes

Chapter 4: Creating the Mobile Classroom

Theoretical Foundations

Instructional Methods

Problem-Based, Inquiry-Based, and Experiential Learning

Alternative Learning Environments

Conclusion

Notes

Chapter 5: Higher-Order Thinking Skills and Digital Fluency

Higher-Order Thinking Skills

Leveraging Mobile Learning

Critical Thinking

Classrooms for Higher-Order Thinking

Conclusion

Notes

Chapter 6: Instructional Management and Levels of Technology Access

Mobile Learning Programs

Levels of Access in the Mobile Classroom

1:Teacher

1:Many

1:1

Bring Your Own Device (BYOD)

Conclusion

Notes

Section 2: Creating the Mobile Learning Experience

Chapter 7: Mobile Technology's Defining Features

Hardware

Software

Accessories

Conclusion

Notes

Chapter 8: The Educational App Development Process

Research Stage: Is It a Good Idea?

Building the Right Team: Capturing a Variety of Expertise

Building the App

Case Study: App Development at SAS Curriculum Pathways

Conclusion

Notes

Chapter 9: Design and User Experience

Designing a Great App: Make It Easy

Putting Great Design to Work

Conclusion

Notes

Chapter 10: Data, Evaluation, and Learning Analytics

Asking the Questions

Gathering Data

Sample Data Collection

Mobile Data Analytics: Turning Data into Information

Conclusion

Notes

Chapter 11: The Business of Educational Apps

The Educational App Market Is…

How to Sell Your App: Pricing Models

How Users Buy Your App

Marketing

Conclusion

Notes

Section 3: Mobile Learning for Everyone

Chapter 12: Informal Learning

Developing Lifelong Learners

Bridging Formal and Informal Learning

Conclusion

Notes

Chapter 13: Engaging Young Users: Apps for Preschoolers

Key Skills for Preschool Apps

What Makes an Engaging Preschool App?

Challenges

Conclusion

Notes

Chapter 14: Making Accessible Apps: Autism and Visual Impairment

Introduction

Advantages of the iPad for Special Populations

Autism and Autism Spectrum Disorders (ASD)

Visual Impairment

Developing Accessible Apps

Conclusion

Notes

Chapter 15: Balancing Power: Data Use, Privacy, and Digital Citizenship

Privacy

Privacy Legislation

Open Issues

Digital Citizenship: Teaching Responsible Use

Conclusion

Notes

Chapter 16: Mobile Learning Today and Tomorrow

Introduction

Making Mobile Learning Work

The Future

Conclusion

Notes

Appendix A: List of Apps by Chapter

Appendix B: The Great App Checklist

How to Use This Checklist

The Great App Checklist

Notes

About the Authors

Index

End User License Agreement

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Guide

Cover

Table of Contents

Preface

Begin Reading

List of Illustrations

Figure 1.1

Figure 1.2

Figure 1.3

Figure 2.1

Figure 2.2

Figure 3.1

Figure 4.1

Figure 4.2

Figure 4.3

Figure 5.1

Figure 5.2

Figure 5.3

Figure 6.1

Figure 6.2

Figure 7.1

Figure 8.1

Figure 8.2

Figure 8.3

Figure 9.1

Figure 10.1

Figure 11.1

Figure 11.2

Figure 13.1

Figure 13.2

Figure 14.1

Figure 14.2

Figure 14.3

Figure 15.1

Figure 15.2

List of Tables

Table 2.1

Table 3.1

Table 4.1

Table 10.1

Wiley & SAS Business Series

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Mobile Learning

A Handbook for Developers, Educators, and Learners

Scott McQuiggan

Lucy Kosturko

Jamie McQuiggan

Jennifer Sabourin

Cover image: Tammi Kay George and Lisa Morton

Cover design: Tammi Kay George and Lisa Morton

Copyright © 2015 by SAS Institute Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, [phone], fax [phone], or on the Web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, [phone], fax [phone], or online at http://www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.

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Library of Congress Cataloging-in-Publication Data:

ISBN 978-1-118-89430-9 (Hardcover)

ISBN 978-1-118-93895-9 (ePDF)

ISBN 978-1-118-89428-6 (ePub)

Preface

Mobile learning is an exciting and important movement, in our opinion. We, the authors, are not in-service teachers. We are all employees at SAS Institute, a prominent statistical software company. We work on Curriculum Pathways, educational software that SAS provides for free to any educator. We work closely with teachers in the development of this web and mobile content, and our research and work provides us with an altogether unique perspective. Like scores of educators, researchers, developers, legislators, and thought leaders, we think that mobile learning holds tremendous promise for our educational system, with the potential to unlock a new world of educational opportunities to today's kids.

We know, foremost, that to have quality educational apps that improve education, developers need teachers, and teachers need developers. This symbiosis is vital to the field of mobile learning, yet we find little written on the topic. In our development practice, feedback from in-service teachers is so valuable, and frequently leads to new features or new apps being created. If there is one takeaway from this book, it'd be that developers and teachers, though their education and talents are likely very different, should work together to make mobile learning tools that accomplish the goals of today's classroom. We believe that mobile learning holds true promise for improving the educational system, the economy, and the future success of our country. But make no mistake; actually delivering on the promise of mobile learning is wholly dependent on having excellent teachers with excellent educational resources, such as apps, at the service of our students. Through this partnership, it is our hope that a shared understanding of what makes a great educational app can take hold, shaping the future of mobile learning.

To facilitate this meeting of the minds, this need for mutual understanding and communication, we've structured this book as a handbook for both teachers and developers. In Section 1: The Mobile Classroom, we offer a pedagogically based discussion of what mobile devices offer in terms of how students learn, fundamentals from the science of learning that apply to mobile devices, as well as logistics and tips for various implementations and technological set-ups that schools might offer. While this section is geared toward educators, the content provides valuable insight into how and why students learn, the demands and limitations of the modern classroom, and the strategies used to integrate mobile devices into education; therefore, there is quite a bit developers can glean from this section to better serve their audience and its needs.

Section 2: Creating the Mobile Learning Experience is designed to provide developers with the information they need to enter the educational app market and develop quality resources for teachers and students. We offer discussions of business models, design principles, best practices for development cycles, the unique team structures that enable educational apps to come to fruition, and how data analytics can optimize learning. We also present the technological features and offer some guidelines on how to include what is necessary to make an app do what it's intended to do and not be unreasonably large. Again, while the intended audience for Section 2 is developers, we feel there is a benefit for educators as well: an awareness of how educators fit into the software development process, the rationale behind business models in the education market, and how developers go about evaluating and refining their product, just to name a few.

One of the exciting things about mobile learning, in a general sense, is the wide-reaching opportunity it presents. In Section 3: Mobile Learning for Everyone, we present three niches that are especially primed for impact from mobile devices: informal learning, preschool, and special populations. The accessibility features that mobile devices offer are unprecedented, and developers and teachers will find valuable information on how to optimize app features and how to choose accessible apps in this section. We finish this section with a discussion of data privacy and digital citizenship, two pressing issues to ensure safe mobile technology use for all of today's students.

In our Appendices section, we provide a list of all the apps mentioned in our book, for easy reference. Additionally, we offer a definitive checklist for educators to use when determining if a new app meets their needs. The Great App Checklist aims to help educators sift through what's out there and determine what makes a good app.

For this book, we've interviewed dozens of in-service educators, to bring their perspective to you, alongside academic research, popular press articles, and our experience as developers of educational resources and apps. The mix of practical advice, experience, academic research and methodology is a unique way to frame the field of mobile learning, but one we feel is essential to fully comprehending the potential and realizing the promise of it.

Acknowledgments

The journey of writing a book is, not surprisingly, long and laborious. When we started our research and writing, we felt well prepared as a team of writers and experts in our fields with cross-disciplinary perspectives. We were excited to fill a void we saw in the field: take the world a step closer to having a theory of mobile learning and create a resource for teachers and developers in the process.

While we trusted our own experience and skills, we knew we'd also rely on others to complete this book. Reviewers, artists, editors, educators, and interviewees give this book a level of credibility and expertise we alone couldn't have. We derived so much value from the folks listed here. We are deeply grateful for the help, insight, and feedback we received along the way. This truly shaped this book into what you hold before you.

First and foremost, we are grateful to Jim and Ann Goodnight for supporting us in this project, and for their generous support of education (mobile and otherwise). We are so appreciative of the leadership and guidance provided by Armistead Sapp. We are thankful for the amazing group of reviewers who were candid and helpful with their feedback: Elliot Inman, Robert Epler, Kristin Hoffmann, and Tim McBride.

We are so grateful for the artwork from the incomparable duo, Tammi Kay George and Lisa Morton, who came up with the cover for the book and so many creative renderings of concepts based on our confusing notes. Thank you so much for the drawings that make this book so unique.

We are grateful to Wiley Business Press and SAS Press for guiding us in our efforts to get the book we were envisioning published, especially Stacey Hamilton. We also are very grateful for the research expertise of Jennifer Evans.

We made efforts to contact as many teachers as we could in our research for this book, and we are very grateful for the following educators who indulged us by giving us a glimpse of their world. They were honest with us about the realities of mobile learning in the classroom, what is lacking, what is amazing, and what they wish was different. These are also, incidentally, the educators and specialists who are shaping the minds of our youngest Americans, which is a comforting thought to the authors. Thanks to: Amy Wilkinson, Julie Stern, Rebecca Goddard, Tara Brooks, and Tricia Hudacek, to the team of teachers at Brentwood Elementary in Raleigh, North Carolina (Sean Russell, Linnea Czerney, John Silverthorn, Emily Hardy), and the teachers at Research Triangle High School in Durham, North Carolina. Thank you to all of the respondents to the online surveys, and the teachers who attended our focus groups. We are also very grateful to the scores of educators who are sharing their experience on blogs and Twitter in the effort to improve others' usage of educational technology.

We'd like to thank the other experts we consulted through our writing: Ed Summers, Diane Brauner, Erica Roberts, Greer Aukstakalnis, Carrie Grunkemeyer, Kelly Stewart, Jamie Hall, and Aaron Massey.

The feedback from countless educators with questions, suggestions, comments, and recommendations regarding the mobile apps from SAS Curriculum Pathways has built, and continues to build, our understanding of what makes a good app. We are particularly grateful for the development partnership with Garrett-Keyser-Butler Community School District, and their leadership from Dennis Stockdale and Tonya Weaver, which continue to inform our own development efforts.

At SAS, we're thankful for the help of our coworkers, specifically Keli Lloyd, Ottis Cowper, Connor Hickey, Ada Lopez, Trena Brantley, and Phil Issler. We are fortunate to work with the SAS Curriculum Pathways team that has fundamentally shaped our understanding of mobile learning development and practice.

And finally, each of us is grateful to our families and significant others for their support and understanding through the writing of this book.

Chapter 1Changing Education with Mobile Learning

We cannot always build the future for our youth, but we can build our youth for the future.

—Franklin Delano Roosevelt

In our ever-changing marketplace, today's students are being educated, largely, for jobs that haven't yet been invented. Technology is being created and updated at a frenetic pace, and growing more pervasive and useful with each stride. As schools face dwindling resources and higher stakes than ever, does mobile technology hold the key to improving the educational system and reengaging students? Mobile technology offers a plethora of features and benefits that enable it to break the educational system wide open, engaging students in new ways and making educational experiences more meaningful, if schools can effectively utilize structured, integrated approaches for implementation of this new technology.

This interest in smartphones, tablets, and laptops is a major opportunity to present new and exciting educational experiences. To what extent are schools capitalizing on this, though? And how often are they getting in their own way in reaching students? One teacher notes with frustration that her school has several iPad carts that teachers are encouraged to use, but cellphones are banned categorically. “There are certain times we might be doing a lesson and someone asks a question and I think ‘This'd be a great time to all get out our devices and look something up,’ but we can't use cellphones and have to reserve our iPad carts in advance, so the moment passes. It's frustrating because almost all of the kids have phones and their parents are paying for data plans anyway, but we can't use them.”1 In effect, schools with policies like these end up ignoring the technology and the skillset necessary to effectively use it in learning and life, leaving students not fully prepared for the real world.

In another school, eighth-grade teachers have access to iPads the school has purchased and encourages them to use in their classrooms. Teachers are excited to have the devices, but don't really know what to use them for, and they often sit unused. When asked what she uses them for, one teacher suggested they can be used as calculators. Clearly handing a device to a teacher with no guidance or training is not a way to make the best use of this expensive, Internet-connected device.