F? Tom H. Brown
Erich Henn SubmittedA Anticipating future learning paradigms: Will m-learning survive?* British Journal for Educational Technology# ecopy from the author, Dec. 4, 2005 ? Charles Earl n.d.G Implications of semantic web technology for wireless handheld computing Pervasive
Mobile Computing= http://www.semanticweb.org/SWWS/program/position/soi-earl.pdf 2004 July 19 4? Elliot Soloway n.a.I Supporting science inquiry in K-12 using palm computers: A palm manifesto 2005
December 6& goknow.com/GettingStarted/ Documents/Handheld_articles_online.pdf
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Copyright 2004 GoKnow, Inc., All Rights ReservedA Collection of Handheld-Related Articles Posted Online Competing Visions of Handheld Computer Use in the Classroom ow can we use instructional technology to positively transform teaching and learning env/ 1.
Supporting Science Inquiry in K-12 Using Palm Computers: A Palm Manifesto
by Elliot Soloway
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Every child in K-12 needs to be provided with a Palm computer, just as they are provided with pencils and notebooks. While it is too early to have data to support this claim, there is a clear prima facie rationale for why Palm computers will indeed support the academic mission of K-12 education:
Support for students:
Palms are the K-12 "personal computer:" All the evidence suggests that routine, daily, pervasive use of computing leads to increased productivity and effectiveness. K-12 children do not have success access:
Laptop computers are too expensive for each and every child to have one.
Desktop computers are used by a different group of children each of the 8 class periods in the day. Typically, a child will have use a computer an hour a week in school.
And, while some children have computers at home, there is still a significant percentage of children who have no access to computation outside of the school.
A Palm computer, outfitted with suitable software, can provide K-12 personal, pervasive access to networked, computational resources to support their learning.
Palms support cycles of doing and reflecting: It is well known that when children revise their written documents, the quality of the documents improve. Similarly, during a multi-week science investigation, students need support for returning and reflecting on what they are doing. A computer lab that provides access for children once a week for an hour is not an effective way to support the development of deep understandings. In contrast, a Palm computer can be used for 15 minutes, put back into the desk, hauled out in the afternoon for further work, and finally can be used at home in the evening to further review and refine a student's artifact.
Palms support collaboration and sharing: It is also well known that the sharing and commenting by peers on each other's documents leads to higher quality artifacts. Sharing of artifacts engenders substantive conversations in the classroom and helps children develop into a community of learners. Palm computers make sharing of artifacts just one tap away. Moreover, the immediacy of beaming addresses children's wavering motivation and focus. "Here, please read this and help me make it better..." BEAM. Laptops and desktops simply do not support such direct and immediate collaboration.
Support for teachers: A truly effective learning tool supports teachers as well as students. Here too Palm computers provide can provide value-added.
Palms support teachers evaluating students' progress: Drawing on end-of-day backup of Palm-produced documents, a teacher can quickly review what each child has accomplished that day. Moreover, a child can easily show his/her parents what they did in school that day.
Palms support teachers in managing class assignments: "PalmSheets" dynamic, interactive cousins to paper worksheets can be readily distributed to a class and then collected via beaming/hotsynching.
Palms support teachers creating student-specific instruction: Teachers can produce Palm-based assignments that are customized to meet the diversity of needs and learning styles in a classroom.
Educational Software for Palm Computers: The Cool Half-Dozen
In order to justify the purchase of one Palm computer per student, we feel that there needs to be a range of applications that students can routinely use. To that end, we have the notion of the Cool Half-Dozen --- having 6 applications creates a critical mass of educational software that rationalizes the purchase of a Palm per child. Currently, we have 3 applications ready to roll in the Fall for our classroom deployment:
PicoMap: Concept mapping graphically-oriented outlining is routinely used across subject matters in classrooms today. PicoMap enables children to create, edit and share concept maps in Palm computers (see PicoMap). PicoMaps can be uploaded, via our conduit, to PCs and Macs and imported into such applications as IE, Netscape, Visio and soon, Inspiration.
Cooties: How do germs spread? Using a socio-kinesthetic simulation on Palm computers, children "meet" each other by walking around a classroom with a Palm computer and beaming each other either a digital-germ-free or a digital-germ-laden message. After the spread of the digital-infection, students can study the transmission pattern of the "meetings" by viewing a PicoMap that depicts the history of the meetings. (see statler.eecs.umich.edu/cooties.tv)
PalmSheet Constructor: Paper-based worksheets are pervasive in classrooms. However, using the teachers can create customized, interactive worksheets -PalmSheets -- as web pages and have their students download them to their Palm computers; after they are filled in, PalmSheets can be uploaded back to the teacher's computer and automatically analyzed. (See Palmsheets.org) We are currently using AvantGo.com as the mechanism for transferring PalmSheets.
Reprinted with permission from Education Week on the Web
http://www.miamisci.org/www/handhelds.html
Handheld Computer Resources
High-Tech Teaching - Are You Ready?
NEA Today article describes how teachers are using handheld technology
http://nea.org/neatoday/0304/cover.html
101 Great Educational Uses for your Handheld Computer
http://www.k12handhelds.com/101list.php
Supporting Science Inquiry in K-12 Using Palm Computers: A Palm Manifesto by Dr. Elliot Soloway
http://www.pdaed.com/features/palmmanifesto.xml
The Paperless Classroom
PowerPoint presentation describing how a 7th and 8th grade language arts class in Kentucky uses handheld computers for homework and reading assignments.
http://www.paperlessclassroom.org/
ktlc2003/KTLCworkshop_files/frame.htm
Using Handheld Technology in Schools http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf
The Final Evaluation Report of the Palm Education Pioneers (PEP)
Program - Executive Summary "... PEP teachers were overwhelmingly positive about the use of handheld computers in their classrooms. Approximately 90% of PEP teachers stated that handhelds are effective instructional tool; that handhelds have the potential to have a positive impact on students' learning; and that they will continue to use handhelds in the future..."
http://www.palmgrants.sri.com/PEP_Final_Report.pdf
Palm Handheld Computers in Special Education
http://www.palmone.com/us/education/studies/study3.html
K-12 Handheld Success Stories
http://www.palm.com/education/studies/#k12
A Report Card on Handheld Computing
TechLearning provides a short history of handhelds and discusses potentials for schools integrating handhelds into instruction.
http://techlearning.com/db_area/archives/TL/2002/02/handheld.html
Education @ Palm
Learn more about Palm's mission for education and recent education news, events and promotions. The site provides a wealth of education-related software applications so you can create great, customized learning and teaching experiences.
http://www.palmone.com/us/education/
The Concord Consortium
The Concord Consortium provides extensive information and reviews on a large range of Palm handheld educational applications, activities, lesson plans and product reviews. http://pie.concord.org/list.php3
NearlyMobile
NearlyMobile.com provides information especially designed for the new, non-techie Palm OS user including hints, tricks and tips to be even more productive with your Palm. http://www.nearlymobile.com/
goKnow
The folks from goKnow have developed a collection of palmOne applications for the classroom along with instructions for each.
http://www.goknow.com/index.html
SouthEast Initiatives Regional Technology in Education Consortium
SEIR*TEC NewsWire: Handheld Edition The SouthEast Initiatives Regional Technology in Education Consortium (SEIR*TEC), in cooperation with the Instructional Technology Resource Center at the University of Florida and K12 Handhelds, has published the NewsWire Special Handheld Edition. This resource on handheld computing in education has a wealth of information on a variety of topics, including examples of how schools are using handhelds with students.
http://www.seirtec.org/
Featured Software for Math Classrooms
CalcWrite Revelation Computing LTD
With CalcWrite you can write out math problems just like you would on a blackboard at school. Students can practice handwriting and math with one program. If the calculation is written correctly, CalcWrite even supplies the correct answer. Grades: 2+
http://homepage.powerup.com.au/~revcom/web/CWGeneral.html
GraphMaker APTE, Inc.
An interactive introduction to graphing, this program allows students to create graphical representation of data in horizontal, vertical, line and pie charts. Grades: 2-6 http://www.internetcoach.com
ImagiMath ImagiWorks, Inc.
ImagiMath is an integrated math suite used for calculation and graphing. It includes a full-featured calculator, equation solver, and a powerful equation visualizer (graph builder). Grades: 3+ http://www.imagiworks.com/Pages/Products/ImagiMath.html
MathU Creative Creek
An advanced scientific calculator that can help in both science and math courses. Grades: 6+
http://www.creativecreek.com
MathU Pro Creative Creek
An advanced scientific calculator that can help in both science and math courses. Grades: 6+
http://www.creativecreek.com
powerOne Graph Infinity Softworks
powerOne Graph is a graphing calculator with algebraic, computation and graphing capability. It also has the capability of storing unlimited user-defined functions and variables. Grades: 6+
http://www.infinitysw.com
Featured Software for Science Classrooms
Astro Info AstroInfo SourceForge Project
Astro Info provides daily data on the rising and setting of the sun and the moon, as well as planetary information. With knowledge of latitude and longitude, students can access information for any location in the world. Grades: 6+ http://sourceforge.net/projects/astroinfo/
ChemTable Robert Eng
ChemTable is a freeware (no cost) Periodic Table application. The chemical information contained in this program was collected from a variety of online sources, as well as the 80th Edition of the CRC Handbook of Chemistry and Physics. Grades: 6+
http://www3.sympatico.ca/marywong/ChemTable/
Cooties goKnow
Cooties is a free simulation program designed to illustrate how viruses are spread. Grades: 3+
http://www.goknow.com/Products/Cooties/
Gene Yoshimitsu Kanai Gene is a database viewer for students studying biology. It includes amino acid information, restriction enzyme database, and molecular weight makers. Grades: 9+ http://www.freewarepalm.com/educational/gene.shtml
ImagiProbe ImagiWorks, Inc.
ImagiProbe is a suite of sensors that enable students to collect data, visualize it in real-time, annotate the data, calibrate sensors, and transfer data to the desktop. ImagiProbe hardware is required for full application. Grades: 4+
http://www.imagiworks.com/Pages/Products/ImagiProbe.html
QuickSheet Cutting Edge Software, Inc.
QuickSheet synchronizes formula changes, edits, and new workbooks with Microsoft Excel? QuickSheet also works with ImagiProbe for data sampling and with Quickchart adds five ways to graph your data. Grades: All
http://www.cesinc.com
MobileDB Handmark, Inc.
MobileDB is a database application that allows you to view and edit any table or spreadsheet-like information on your Palm handheld. Designed for simple and efficient access to any table or spreadsheet information, MobileDB has the ability to beam, rename, and lock databases. Grades: 6+
http://www.handmark.com/
PicoMap Center for Highly Interactive Computing in Education (Hi-CE)
A free comprehensive program for secondary education that allows students to create, share and explore concept maps.
http://www.hice.org/soft_hh_picomap.html
Planetarium Andreas Hofer Software
Planetarium plots star charts and offers some unique, useful features for the beginning stargazer as well as for the professional astronomer.Grades: 6+ http://www.aho.ch/pilotplanets// http://www.pdaed.com/features/palmmanifesto.xmlA ecopy from here:
http://www.pdaed.com/features/palmmanifesto.xml ~
? > Becta, British Educational Communication and Technology Agency n.a.h Educational research on the use of ICT in science teaching ?a selection of abstracts and further sources 2005 Becta| 1, http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdf
Educational research on the use of ICT in science teaching ?a selection of
abstracts and further sources
Introduction
This document presents a selection of research on the use of ICT in science teaching.
Rather than being an exhaustive literature review, the collection of abstracts and
references should be seen as a starting point for those interested in the topic.
References for around 70 documents are presented here, with abstracts for 10 key
studies.
The literature is drawn from both the UK and other countries, with the majority of
studies focusing on the secondary sector. Both primary research and literature
reviews are represented. The research covers both science teaching as a whole and
discrete subjects within science. Similarly, some of the studies discuss ICT in
general while others consider specific technologies, such as simulations or datalogging.
The literature also covers the pedagogical and organisational issues
associated with the integration of ICT in science teaching.
Becta Evidence and Research team welcomes discussion on this topic through the
ICT Research Network, and suggestions for further additions to this bibliography.
Betts, S., (2003). Does the use of ICT affect quality in learning science at Key Stage
3? Studies in Teaching and Learning, pp. 9-17.
This study assesses the extent to which ICT contributes to quality in learning in
science at Key Stage 3. The author considers the meaning of quality in the context
of science education and identifies some of the indicators of quality. Drawing on
data from tests, interviews and observations, the study examines how ICT affects
pupils?understanding, their motivation and use of learning strategies, their mental
engagement and the context for learning. Results suggest that ICT can enhance the
quality of learning where its use is tailored to lesson objectives and the needs of
pupils. In conclusion, the author presents a model for the possible use of ICT to
increase the quality of learning in science. (UK)
Huppert, J., et al., (2002). Computer simulations in the high school: Students'
cognitive stages, science process skills and academic achievement in microbiology.
International Journal of Science Education, 24 (8), pp. 803-821.
This study investigates the impact of a biology simulation he Growth Curve of
Microorganisms?on high school students?academic achievement and their science
process skills. The study focuses on the relations between academic achievement,
mastery of process skills, gender and cognitive stages. The findings indicate that the
achievement of students using the simulation was higher than those not using the
simulation, with girls achieving equally with boys. The simulation was found to
benefit students with low reasoning abilities in particular, enabling them to cope with
learning scientific concepts and principles which require high cognitive skills. (Israel)
La Velle, L.B., et al., (2003). Knowledge transformation through ICT in science
education: A case study in teacher-driven curriculum development - case study 1.
British Journal of Educational Technology, 34 (2), pp. 183-199.
This paper looks at a case study of the initial stages of the development of the
effective use of ICT in science education. Building on research and development
work from the ICT strand of the Teaching and Learning in the Information Age
Project, the paper reviews the issues relating to the transformations of teachers?knowledge of science into effective teaching through ICT. The authors discuss the
development of ICT use in science and illustrate current use in UK schools. A
theoretical framework of teachers?knowledge and pedagogical reasoning in ICT in
science is then presented as the basis for the curriculum research and
redevelopment that the case study involves. The authors describe and discuss the
findings from the case study and offer some tentative conclusions on how ICT might
enable effective knowledge transformation in science. (UK)
McFarlane, A., Sakellariou, S., (2002). The role of ICT in science education.
Cambridge Journal of Education, 32 (2), pp. 219-232.
This paper considers two perspectives on the relationship between the science
curriculum and the potential of ICT in science education: the first perspective is
based on the current English secondary science curriculum, while the second looks at
how the role of ICT might be developed if the curriculum were to emphasise scientific
reasoning rather than the practice of empirical science. The paper focuses on the
use of ICT to support or replace practical work and the use of multimedia or the
internet as a tool for scientific reasoning. The authors argue that using ICT either as
a tool in a practical investigation or as a substitute for the laboratory-based elements
of an investigation can aid theoretical understanding. They also comment on the role
of the internet and electronic communications in developing scientific literacy and an
understanding of authentic science. In conclusion, the authors propose a curriculum
model which has a balance of empirical science and critical science, each supported
by the appropriate use of ICT. (UK)
Mistler-Jackson, M., Songer, N.B., (2000). Student motivation and internet
technology: Are students empowered to learn science? Journal of Research in
Science Teaching, 37 (5), pp. 459-479.
This article presents data from a case study of one class participating in the Kids as
Global Scientists (KGS) Program, a project which engages students in the study of
atmospheric science through the use of authentic images and online communication.
The authors examine the motivational effect of KGS through an in-depth study of six
students representing three levels of motivation, looking at how the students view
science learning and the use of technology both before and after participating in the
project. Findings indicate that students made significant gains in weather content
knowledge (as measured by written assessments) and showed a high level of
motivation. The authors conclude by identifying the key characteristics for creating a
learning environment that promotes both motivation and achievement. (US)
Murphy, C., (2003). Literature review in primary science and ICT. NESTA Futurelab
Series, Bristol: NESTA Futurelab.
http://www.nestafuturelab.org/research/reviews/psi01.htm
This review considers the development of primary science since it became a
compulsory, core subject in England and Wales in 1989 and examines the impact of
ICT on its teaching and learning. The paper provides both an overview of research
into children science learning and a critical evaluation of ways in which ICT is
currently being used to promote good science teaching. In particular, it focuses on
the relation between ICT and four key areas of concern: the teacher role in
constructivist learning
teachers?subject knowledge
the balance between process
skills and science content
the need for greater understanding and application of
formative assessment. (UK)
Newton, L., (2000). Data-logging in practical science: Research and reality.
International Journal of Science Education, 22 (12), pp. 1247-1259.
This article surveys some of the benefits of the use of data-logging methods
identified in the research literature. The author then examines the classroom
implementation of data-logging through a small-scale qualitative study of the use of
data-logging in UK secondary schools. He presents findings from interviews with five
science teachers under four themes: teachers?rationales for data-logging
obstacles
to implementation
strategies for overcoming these obstacles
developing learning
objectives. The author concludes that the potential contribution of data-logging to
learning is considerable but its successful implementation depends on a number of
factors, including the availability of resources, teachers?skills, and opportunities to
use data-logging in the curriculum. (UK)
Osborne, J., Hennessy, S., (2003). Literature review in science education and the
role of ICT: Promise, problems and future directions. NESTA Futurelab Series,
Bristol: NESTA Futurelab. http://www.nestafuturelab.org/research/reviews/se01.htm
This paper reviews the current state of science education, the impact of ICT use on
the curriculum, pedagogy and learning, and the implications for future practice. The
paper considers how ICT can be employed flexibly to support different curriculum
goals and forms of pedagogy, and shows there are diverse ways of linking ICT use to
existing classroom teaching, including supporting or replacing it. It is suggested,
however, that transformative use of ICT in science is found only in isolated pockets
as technology is not yet embedded in the culture and practice of many science
teachers. The authors argue that the content-oriented National Curriculum has
hindered the development of classroom use of ICT, but as the science curriculum
moves towards a greater emphasis on scientific reasoning and analytical skills, they
suggest there will be more opportunities for ICT to play a key role in science
education. (UK)
Wetzel, D.R., (2001). A Model for Pedagogical and Curricula Transformation for the
Integration of Technology in Middle School Science. Paper presented at the Annual
Meeting of the National Association for Research in Science Teaching, St. Louis, MO,
March 25-28. http://facstaff.bloomu.edu/dwetzel/pdffiles/NARST2001Paper.pdf
The purpose of this study was to investigate the factors that influenced five middle
school science teachers as they implemented and integrated calculator-based
laboratory (CBL) probeware in the curriculum. The study involved empirical research
with both qualitative and quantitative data, through interviews, questionnaires,
anecdotal records and observations of teachers. The study presents a holistic view
of the influences on the level of teacher technical proficiency with CBL probeware,
level of actual use during integration into the curriculum, changes in pedagogy,
changes in organisational culture, and curriculum transformation related to CBL
probeware. The findings indicate that 80 per cent of participating teachers
successfully integrated CBL probeware into their teaching. The study also identifies
the contextual barriers to integration, including training in the use of the technology
and pedagogical support. (US)
Yerrick, R., Hoving, T., (1999). Obstacles confronting technology initiatives as seen
through the experience of science teachers: A comparative study of science teachers'
beliefs, planning, and practice. Journal of Science Education and Technology, 8 (4),
pp. 291-307.
This paper presents the findings from a two-year study of the implementation of ICT
in teacher education and school settings. Through surveys, interviews, visits and
observations, the study examines four themes: teachers?knowledge and beliefs
computer use for instruction
hardware access
school support for technology use.
Results indicate that teachers given identical training and equipment differed widely
in how they implemented technology. The authors argue that these discrepancies
result from teachers?existing practice and their beliefs about their school context.
The authors conclude by considering the implications of the findings for ICT
implementation, the evaluation of technology initiatives, and, in particular, for
teacher education. (US)
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British Journal of Educational Technology, 34 (2), pp. 215-231.
Post-Zwicker, A.P., et al., (1999). Teaching contemporary physics topics using realtime
data obtained via the world wide web. Journal of Science Education and
Technology, 8 (4), pp. 273-281.
Pryor, A., Soloway, E., (2000). Foundations of science: Using technology to support
authentic science learning.
http://hice.org/hiceinformation/papers/misc/foundations_of_science_using/
Raaflaub, C.A., Fraser, B.J., (2002). Investigating the learning environment in
Canadian mathematics and science classrooms in which laptop computers are used.
Paper presented at the Annual Meeting of the American Educational Research
Association, New Orleans, LA, April 1-5, 2002.
Robblee, K.M., et al., (2000). Using computer visualization models in high school
chemistry: The role of teacher beliefs. Paper presented at the Annual Meeting of the
American Educational Research Association, New Orleans, LA, April 24-28.
Rogers, L., (1997). New data-logging tools - new investigations. School Science
Review, 79 (287), pp. 61-68.
Rowell, P.M., et al., (1999). Characterization of technology within an elementary
science program. International Journal of Technology and Design Education, 9 (1),
pp. 37-55.
Saurino, D.R., et al., (1999). Science classroom management techniques using
graphing calculator technology: A collaborative team action research approach. Paper
presented at the Annual Meeting of the National Association of Research in Science
Teaching, Boston, MA, March 28-31, 1999.
Scanlon, E., (2002). Contemporary approaches to learning science: Technologicallymediated
practical work. Studies in Science Education, pp. 73-114.
Schoenfeld-Tacher, R., et al., (2001). Differential effects of a multimedia goal-based
scenario to teach introductory biochemistry ?who benefits most? Journal of Science
Education and Technology, 10 (4), pp. 305-317.
Skinner, N.C., Preece, P.F.W., (2003). The use of information and communications
technology to support the teaching of science in primary schools. International
Journal of Science Education, 25 (2), pp. 205-220.
Tao, P.-K., Gunstone, R.F., (1999). Conceptual change in science through
collaborative learning at the computer. International Journal of Science Education,
21 (1), pp. 39-57.
Tebbutt, M., (1999). Information and communications technology in the science
curriculum: An Australian case study. Journal of Information Technology for Teacher
Education, 8 (1), pp. 25-39.
Tebbutt, M., (2000). ICT in science: Problems, possibilities...and principles? School
Science Review, 81 (297), pp. 57-64.
Thomas, G.P., (2001). Toward effective computer use in high school science
education: Where to from here? Education and Information Technologies, 6 (1), pp.
29-41.
Thomas, R.A., Hsu, Y.S., (2002). The impacts of a web-based instructional
simulation on science learning. International Journal of Science Education, 24 (9),
pp. 955-979.
Trindade, J., et al., (2002). Science learning in virtual environments: A descriptive
study. British Journal of Educational Technology, 33 (4), pp. 471-488.
Trumper, R., (2002). What do we expect from students' physics laboratory
experiments? Journal of Science Education and Technology, 11 (3), pp. 221-228.
Wen, M.L., et al., (2002). How does computer availability influence science
achievement? Paper presented at the Annual Meeting of the National Association for
Research in Science Teaching, New Orleans, LA, April 6-10.
Summary table of research on the use of ICT in science
This summary table provides a quick reference guide to the main findings from selected documents of a literature search
carried out by Becta in November 2003. It compliments the more detailed bibliography on ICT in science by identifying the key
findings, age/level and sample size for each reference.
Key findings Sample Summary Full Reference
?ICT offers particular
opportunities to enhance
learning by making more
time available for predicting
and searching for
explanations
?ICT allows pupils to work at
their own speed
?To take full advantage of
ICT, lessons need to be
structured according to the
possible outcomes that a
specific application of ICT
allows
117 Key
Stage 3
pupils
This study assesses the extent to which ICT
contributes to quality in learning in science at
Key Stage 3. The author considers the meaning
of quality in the context of science education
and identifies some of the indicators of quality.
Drawing on data from tests, interviews and
observations, the study examines how ICT
affects pupils?understanding, their motivation
and use of learning strategies, their mental
engagement and the context for learning.
Results suggest that ICT can enhance the
quality of learning where its use is tailored to
lesson objectives and the needs of pupils. In
conclusion, the author presents a model for the
possible use of ICT to increase the quality of
learning in science. (UK)
Betts, S., (2003). Does the
use of ICT affect quality in
learning science at Key Stage
3? Studies in Teaching and
Learning, pp. 9-17.
?Pupils in the simulated
learning environment
exhibited complex and
integrative reasoning
?The simulation provided a
self-paced, non-competitive
learning environment which
allowed girls and boys to
achieve equally
?The simulation allowed
181 tenth
grade pupils
This study investigates the impact of a biology
simulation he Growth Curve of
Microorganisms?on high school students?academic achievement and their science
process skills. The study focuses on the
relations between academic achievement,
mastery of process skills, gender and cognitive
stages. The findings indicate that the
achievement of students using the simulation
was higher than those not using the simulation,
Huppert, J., et al., (2002).
Computer simulations in the
high school: Students'
cognitive stages, science
process skills and academic
achievement in microbiology.
International Journal of
Science Education, 24 (8),
pp. 803-821.
repetition of experiments
which in turn aided
understanding
with girls achieving equally with boys. The
simulation was found to benefit students with
low reasoning abilities in particular, enabling
them to cope with learning scientific concepts
and principles which require high cognitive
skills. (Israel)
Key findings Sample Summary Full Reference
?Using ICT either as a tool in
a practical investigation or
as a substitute for the
laboratory-based elements
of an investigation can aid
theoretical understanding.
?Electronic communications
should be used not just to
disseminate information but
to create a community of
learners
This paper considers two perspectives on the
relationship between the science curriculum and
the potential of ICT in science education: the
first perspective is based on the current English
secondary science curriculum, while the second
looks at how the role of ICT might be developed
if the curriculum were to emphasise scientific
reasoning rather than the practice of empirical
science. It focuses on the use of ICT to support
or replace practical work and the use of the
internet as a tool for scientific reasoning. (UK)
McFarlane, A., Sakellariou,
S., (2002). The role of ICT in
science education. Cambridge
Journal of Education, 32 (2),
pp. 219-232.
?Pupils made significant gains
in scientific knowledge
?Pupils showed a high level of
motivation and self-efficacy
(empowerment)
?The communicative and
collaborative possibilities of
the internet were crucial to
the success of KGS
18 sixth
grade pupils
(with six
case indepth
studies)
This article presents data from a case study of
one class participating in the Kids as Global
Scientists (KGS) Program, a project which
engages students in the study of atmospheric
science through the use of authentic images
and online communication. The authors
examine the motivational effect of KGS, and
identify the key characteristics for creating a
learning environment that promotes both
motivation and achievement. (US)
Mistler-Jackson, M., Songer,
N.B., (2000). Student
motivation and internet
technology: Are students
empowered to learn science?
Journal of Research in
Science Teaching, 37 (5), pp.
459-479.
?There is a lack of research
into how ICT can enhance
This review considers the development of
primary science since it became a compulsory,
Murphy, C., (2003).
Literature review in primary
pupils?learning in primary
science
?Systematic research is
needed into the potential of
specific applications of ICT
?Software designers need to
work more closely with both
children and teachers
core subject in England and Wales and
examines the impact of ICT on its teaching and
learning. The paper provides both an overview
of research into children science learning and
a critical evaluation of ways in which ICT is
currently being used to promote good science
teaching. It focuses on the relation between
ICT and four key areas: the teacher role in
constructivist learning
teachers?subject
knowledge
the balance between process skills
and science content
the application of
formative assessment. (UK)
science and ICT. NESTA
Futurelab Series, Bristol:
NESTA Futurelab.
http://www.nestafuturelab.or
g/research/reviews/psi01.htm
Key findings Sample Summary Full Reference
?Transformative use of ICT in
science is found only in
isolated pockets
?ICT may have a greater role
to play in a curriculum that
places greater emphasis on
scientific reasoning and
analytical skills
This paper reviews the current state of science
education, the impact of ICT use on the
curriculum, pedagogy and learning, and the
implications for future practice. The paper
considers how ICT can be employed flexibly to
support different curriculum goals and forms of
pedagogy, and shows there are diverse ways of
linking ICT use to existing classroom teaching,
including supporting or replacing it. (UK)
Osborne, J., Hennessy, S.,
(2003). Literature review in
science education and the
role of ICT: Promise,
problems and future
directions. NESTA Futurelab
Series, Bristol: NESTA
Futurelab.
http://www.nestafuturelab.or
g/research/reviews/se01.htm
?80 per cent of participating
teachers successfully
integrated CBL probeware
into their teaching
?Barriers to the integration of
the CBL probeware included:
lack of time for training, lack
of CBL resources, lack of
Five middle
school
teachers
This study investigates the factors that
influenced five middle school science teachers
as they implemented and integrated calculatorbased
laboratory (CBL) probeware in the
curriculum. Drawing on interviews,
questionnaires, anecdotal records and
observations of teachers, the study presents a
holistic view of the influences on the level of
Wetzel, D.R., (2001). A Model
for Pedagogical and Curricula
Transformation for the
Integration of Technology in
Middle School Science. Paper
presented at the Annual
Meeting of the National
Association for Research in
support by the school
system (use probeware was
not recognised in formal
assessments)
teacher technical proficiency with CBL
probeware, level of actual use during
integration into the curriculum, changes in
pedagogy, and changes in organisational
culture. The study also identifies the contextual
barriers to integration, including training in the
use of the technology and pedagogical support.
(US)
Science Teaching, St. Louis,
MO, March 25-28.
http://facstaff.bloomu.edu/d
wetzel/pdffiles/NARST2001Pa
per.pdf
?Teachers given identical
training and equipment
differed widely in how they
implemented technology.
These discrepancies result
from teachers?existing
practice and their beliefs
about their school context
Five
secondary
school
teachers
This paper presents the findings from a twoyear
study of the implementation of ICT in
teacher education and school settings. Through
surveys, interviews, visits and observations, the
study examines four themes: teachers?knowledge and beliefs
computer use for
instruction
hardware access
school support for
technology use. The authors consider the
implications for teacher education, ICT
implementation, and the evaluation of
technology initiatives. (US)
Yerrick, R., Hoving, T.,
(1999). Obstacles confronting
technology initiatives as seen
through the experience of
science teachers: A
comparative study of science
teachers' beliefs, planning,
and practice. Journal of
Science Education and
Technology, 8 (4), pp. 291-
307.P 1. http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdfM http://www.becta.org.uk/page_documents/research/Science_bib_summary_table.pdf ecopy ? Robert Rieger
Geraldine Gay n. d.- Using mobile computing to enhance field studyH Interactive Media Group, Department of Communication, Cornell UniversityH mobile computing, handhelds, situated learning, field study, PDA, probesM Our research explores the pedagogical, technical,
and evaluative issues surrounding the use of a
new generation of hand-held, highly portable
computers for teaching in the natural sciences. A
primary goal is to develop pilot curricula that
bring multimedia resources to the outdoor
laboratory. Prototypes are being developed for
data retrieval and input. It is hypothesized that
learners will flourish in situations that provide an
opportunity to test skills and theories in the
ust-in-time?and omadic?field context in
which they are used. Can computers enrich the
outdoor, field experience by supporting team
collaboration for students and teaching staff? This
paper sets the background for the mobile
computing research project we have initiated, and
describes two prototype field applications
developed for mobile learning environments.2 http://www.oise.utoronto.ca/cscl/papers/rieger.pdf 2004 November 23? Lehner, F.
N飉ekabel, H. n. d.( The role of mobile devices in e-learning 2003
November 4 University of Regensburg M-learning
Wireless WWWX http://www-mobile.uni-regensburg.de/freiedokumente/Berichte/MobileDevicesInELearning.pdf R?
Mona Laroussi n. d.R New e-learning services based on mobile and ubiquitous computing UBI-Learn Project/ Universit?des Sciences et Technologies de Lille9 Mobile learning, Ubiquitous learning, Wireless technology Ubiquitous and mobile learning concerns building applications in highly dynamic and
heterogeneous environments to bring computation into the real, physical world. This paper
presents UbiLearn a distributed Learning platform with Nomads Objects and new e-learning
services based on.
The rapid and accelerating move toward the adoption and use of mobile technologies has
increasingly provided students and teachers with the ability to study away from the classroom
and on the move.
Wireless and mobile technologies influence the evolution of current e-learning use and press
forward the development of new mode of education enabling any time, anywhere and anyhow
learning.
In this paper we present UBI-Learn a distributed learning platform with nomad objects and
learning services related on.9 http://www-clips.imag.fr/calie04/actes/Laroussi_final.pdf 2004 November 30 D? Pea, R. D.
Maldonado, H. In pressN WILD for learning: Interacting through new computing devices anytime, anywhere+ Cambridge Handbook of the Learning Sciences K. Sawyer New York Cambridge University Press ecopy from Roy Pea
From: Roy Pea [mailto:roypea@stanford.edu]
Sent: Thursday, December 08, 2005 3:16 PM
To: ZHANG Baohui (LST, LSL)
Cc: Roy Pea; Sherry Hsi; discussion@g1to1.org
Subject: Re: G1:1 action items
Hi BaoHui,
I am pleased to see such an extensive bibliography being put
together! I am sending along the recent Cambridge Handbook of the
Learning Sciences chapter we have prepared on G1:1 related research
and issues for the collection. I look forward to the lit review.
Sincerely,
Roy Pea D? * Namsoo Shin
Cathleen Norris
Elliot Soloway In press? Findings from early research on one-to-one handheld use in K-12 Ubiquitous computing book M. van't Hooft Erlbaum5 What is the evidence that handheld computing devices are enabling a positive impact on teaching and learning in K-12 education? Towards addressing that question, this chapter reviews the empirical research that has been conducted to date. Studies find that handheld use by students can lead to increases in their motivation and achievement. That said, given the exceedingly early stage of handheld use in K-12 and given the types of research methods that have been employed in the empirical work (e.g., interviews with students and teachers, surveys), the research findings, while suggestive, are not yet compelling.
In summarizing upwards of 35 studies, our intent is to help the educational community better understand the conditions that must be in place in order for handhelds to support positive learning outcomes. ecopy from Elliot
From: Elliot Soloway [mailto:soloway@umich.edu]
Sent: Sunday, December 11, 2005 9:34 AM
To: ZHANG Baohui (LST, LSL); 'Sherry Hsi'; discussion@g1to1.org
Cc: namsoo@umich.edu; Elliot Soloway
Subject: RE: G1:1 action items
Here is another paper that reviews the lit of handheld use in K-12.
We should probably add its references to Baohui's Endnote database. First,
though, we have to get Endnote.
Elliot F?
Klopfer, E.
Squire, K. in preparationh Environmental Detectives: the development of an augmented reality platform for environmental simulations+ Education Research Technology & Development mF? Tom H. Brown AcceptedH M-learning in Africa: Doing the unthinkable and reaching the unreachable+ Open and Distance Learning Praxis in Africal 1
Article accepted for publication in:
Open and Distance Learning Praxis in Africa
Details of author:
Dr Tom H Brown
Deputy Director
Telematic Learning and Education Innovation
University of Pretoria
Pretoria 0002
South Africa
tom.brown@up.ac.za
+27 12 4203884 (office)
+27 82 9083884 (mobile)
Title:
M-learning in Africa: Doing the unthinkable and reaching the
unreachable
ABSTRACT
One first impressions and perceptions when thinking about the ideal target market for mlearning
(mobile learning) would probably look something like this: a First World learner
population that are already highly ICT literate, use the latest handheld device and are either in
full-time employment or merely prefer studying at their own pace, place and time.
However, m-learning has already started to play a vital role in Africa. It should be noted that mlearning
has brought e-learning to the rural communities of Africa ?to learners who we never
imagined as e-learning learners only a few years ago. M-learning is the gateway to e-learning
for most learners in Africa as the rapidly growing wireless infrastructure increasingly fulfils their
access needs. Africa is actually leap-frogging from an unwired, nonexistent e-learning
infrastructure to a wireless e-learning infrastructure. The statistics in this regard are already
significant proof of this process.
This article provides examples of m-learning projects in rural Africa and the successful use of
basic technologies to enhance learning and learning support.
INTRODUCTION
M-learning is a natural extension of e-learning and has the potential to make learning even more
widely available and accessible than we are used to in existing e-learning environments. The
role that communication and interaction plays in the learning process is a critical success factor.
It is in this context that m-learning can contribute to the quality of education. It offers
opportunities for the optimisation of interaction between lecturers and learners, among learners
and among members of COPs (communities of practice).
Wireless and mobile technologies also make it possible to provide learning opportunities to
learners who are either without infrastructure for access (eg rural learners) or continually on the
move (eg business professionals).
THE EMERGING CONCEPT OF M-LEARNING
Owing to the exponential growth and development of the Internet in the past few decades and
the experimental use of the WWW and e-mail in education, e-learning emerged as an
2
educational concept during the 1990s and has grown into a globally accepted, even necessary
mode of delivery in most educational institutions. Web-based learning management systems
such as WebCT, Blackboard and others are already widely used across the globe.
Further Internet developments in the past decade brought about a greater need for wireless
connections and the development thereof. Wireless communication received an enormous
boost when mobile phones reached the market. By 2000, landline telephones and wired
computers were beginning to be replaced by wireless technologies. The whole world literally
went mobile as the the millennium dawned. Besides mobile phones, other wireless and mobile
computational devices such as laptops, palmtops, PDAs (personal digitial assistants) and tablets
also rapidly entered the market ?some devices, of course, with more success than others for
particular markets.
Recent statistics as provided by Keegan (2003) show that China is the country with the most
mobile phones at 170 million in mid-2001, closely followed by the USA and Japan. Industry
analysts, including Nokia and Gartner, anticipated more than 1 billion mobile devices in use by
2004, with about 65% of them data enabled and about 500 million people using them to access
the Internet. Currently 1 billion mobile phones are in use throughout the world, compared with
400 million Internet users. (Keegan 2003:ch 9).
It is only since the beginning of the new millennium that educational institutions have started to
experiment with wireless and mobile technologies and that the concept of m-learning has started
to emerge. In 2003, Desmond Keegan published his work entitled: The future of learning: from
e-learning to m-learning. In chapter 4 of this book, Keegan presents and analyses no fewer than
30 m-learning initiatives across the globe in 2001. In these initiatives much has already been
done about the experimental use of wireless technologies (including wireless Internet
environments and wireless classrooms) and various mobile devices for teaching and learning.
Advantages, disadvantages and recommendations to enhance learning in mobile learning
environments are also provided. In further chapters, Keegan (2003) continues to discuss mlearning
possibilities ?including the capabilities and limitations of mobile devices. This book
demonstrates the emergence and growing importance of m-learning.
In the book, Mobile learning: a handbook for educators and trainers,edited and published by
Kukulska-Hulme and Traxler (2005), theses two authors provide a dozen detailed case studies
that report on the experiences of pioneer educators around the world who have experimented
with mobile technologies in universities and colleges and in commercial training. They explore
user experience with mobile devices, accessibility, pedagogical and institutional change and
current technology.
M-LEARNING VS E-LEARNING
In the past decade we have become familiar with the term e-learning and now m-learning is
emerging. What then, is the relationship between m-learning (mobile learning) and e-learning
(electronic learning)?
The following comprehensive definition of Urdan and Weggen (2000:8) provides an adequate
basis for distinguishing between m-learning and e-learning:
The term e-learning covers a wide set of applications and processes, including computerbased
learning, Web-based learning, virtual classrooms and digital collaboration. We
define e-learning as the delivery of content [and interaction] via all electronic media,
including the Internet, intranets, extranets, satellite broadcast, audio/video tape, interactive
TV, and CD-ROM. Yet, e-learning is defined more narrowly than distance learning, which
would include text-based learning and courses conducted via written correspondence.
M-learning is a subset of e-learning. E-learning is the macro concept that includes online and
mobile learning environments. The following simple definition of Quin (2001:1) helps to explain
3
this: -learning is e-learning through mobile [and handheld] computational devices.?[Author
addition between square brackets.]
WHY M-LEARNING IN AFRICA
One first impressions and perceptions when thinking about the ideal target market for mlearning
would probably look something like this: A First World learner population whot are
already highly ICT literate, use the latest handheld device and are either in full-time employment
or merely prefer studying at their own pace, place and time.
However, this description does not fit the majority of learners in Africa. Why then m-learning in
Africa? Well, the answer is quite interesting. Because of the lack of fixed-line infrastructure for
ICT (cabling for Internet and telecom) in certain areas in Africa, the growth of wireless
infrastructure is enormous --- even more rapid than in many First World countries.
East African ( 2002) reported as follows: ? the communications sector in Uganda is growing
rapidly. Nua Internet Surveys (July 15, 2002) reported that, according to the National
Information and Communication Technology Policy, the number of mobile phone subscribers in
Uganda grew from 3,500 in 1996 to a total of 360,000 in 2002.?Wachira (2003:1) reported the following about Kenya:
When Vodafone UK sent Michael Joseph to Kenya in July 2000 to set up Safaricom, a
cell-phone service operator jointly owned by Telkom Kenya, he did not expect the
subscriber base to grow beyond 50,000 connections. Today, both Safaricom and rival
KenCell Communications (partly owned by Vivendi) have nearly 1.3 million cell-phone
subscribers. This set-up is deeply rooted in the traditional African communal mode of
living, which many urban dwellers haven abandoned.
Shapshak (2002) reported that the adoption rate of mobile technologies in Africa developing
countries is among the highest rates globally and forecasts estimate almost 100 million mobile
users in Africa by 2005. Between 1997 and 2001, the number of mobile phone subscribers in
Africa annually had a triple-digit growth rate. The number of mobile subscribers in Africa rose
further and increased by over 1 000% between 1998 and 2003 to reach 51,8 million (ITU 2004).
It is thus obvious that the adoption rate of mobile technologies is exceptional in Africa. Also
evident is the fact that Africa is actually leap-frogging from an unwired, nonexistent e-learning
infrastructure to a wireless e-learning infrastructure.
According to Brown (2004), we can therefore differentiate between two ideal target markets for
m-learning: learners who are either without infrastructure and access or learners who are
continually on the move. In other words:
?First World learners who are the workforce on the move with state-of-the-art mobile devices
?Third World rural or remote area learners with mobile phones
SUMMARY OF CURRENT M-LEARNING ACTIVITIES AND PROJECTS IN AFRICA
In some countries there are many projects and in others m-learning is still nonexistent. The
majority of projects outside of South Africa but still in sub-Saharan Africa, are funded and
supported by European and US agencies. In Kenya, for example, there are several EU-funded
projects with onsite support from personnel from various European countries.
The summary below provides an overview of activities across the African continent.
Mobile phones and SMSs are used for the following purposes:
?Administrative learning support:
o administrative information
4
o access to examination and test marks via a mobile service number or m-portal
o access to financial statements
o registration data via mobile service number or m-portal
?Academic learning support:
o communication and interaction (bulk SMS/IVR)
o assessment (MCQs/quizzes)
o feedback on assignments and tasks
o motivational and instructional messages
The integration of m-learning with established e-learning environments
?M-portals and SMS-gateways:
o SMS-portal integrated with the LMS/LCMS [eg WebCT])
o mobile tutoring
o mobile blogging or moblogging (ie blogging [web logging] on mobile devices)
o m-assessment (e-assessment on mobile devices)
o collaborative learning and discussion groups
?Wireless environments:
o pilot wireless classrooms
o hot spots and wireless LANs on campus
The use of PDAs, Smartphones and pocket PCs
?Classroom ools?for note taking, scheduling, etc
?Beaming (via Bluetooth) in classrooms to share notes, hand in assignments, etc
?Assessment: assessing performance and providing automated results and feedback
?Coursework, scheduling and assignments in wireless environments; language learning
through SMS
?JIT (just-in-time) and OTS (on-the-spot) information for field workers and field studies
?Experiential learning and fieldwork
?ME-learning (personalised, appreciation for own learning process)
?Mobile composing (music composition on PDAs)
?Contextual and locational awareness (eg at museums)
?Mobile tutoring
?Moblogging
?Courseware and multimedia on PDAs, including distribution and streaming
?Human language technologies (HLT) (speech-to-text; voice recognition)
?Collaborative activities via multi-user applications
?Collaborative learning and discussion groups
EXAMPLES
To provide more specific examples of some of the m-learning projects and activities in Africa, it
would be appropriate at this stage, to share the following examples at the University of Pretoria
in South Africa.
Examples of projects with PDAs
At the University of Pretoria, two projects have been launched using personal digital assistants
(PDAs).
In the first project, an M-learning project in the Faculty of Health Sciences, PDAs were used in
the clinical assessment sessions of medical students. Performance was assessed and
automated results and feedback provided. The project leader is Prof Ina Treadwell of the
Faculty Skills Laboratory. Project software was funded by HaPerT software in Vienna, Austria.
Research is being done on the impact of PDA use on assessment quality; the impact of PDA
5
use on student performance; and the impact on efficiency and effectiveness (impact on
administrative load, time, paper work, human errors, calculation errors, record keeping,
duplication, costs, etc). Since the project is still in progress, no official results are as yet
available. However, the feedback received thus far is extremely positive regarding efficiency,
effectiveness and cost savings.
In the second project, an M-learning project in the Faculty of Engineering, Built Environment and
Information Technology, students in a fourth-year course have been issued with PDAs to use in
a pilot wireless e-learning environment. PDAs are used for queries, content delivery, interactive
distributed simulations, notices, database access, collaboration, etc. The project leader is Prof
Etienne Barnard of the Department of Electrical, Electronic and Computer Engineering in the
University Faculty of Engineering, Building Sciences and Information Technology. HP is
funding the project.
In this project, research is being done on human language technologies (HLT) (specifically in the
fields of speech recognition and speech-to-text, and voice user interfaces); the ability to
stimulate collaboration with PDAs; mobile sharing of software and resources; multi-user
applications and resources (multiplayer games are popular); and wireless VoIP (Voice over
Internet Protocol). Since the project is still in progress, no official results are as yet available.
Examples of the use of bulk SMSs for administrative support
The University of Pretoria started using mobile phone support during 2002 in three paper-based
distance education programmes because more than 99% of the 1 725 students (2002) had
mobile phones. This is still the case. Currently nearly 98% of the 9 780 students (2005) have
mobile phones.
The profile of these students in 2002 was as follows:
?The majority live in rural areas
?100% are full-time employees (teaching).
?77,4% are English second-language speakers.
?83,8% are between the age of 31 and 50.
?66,4% are women.
?0,4% have access to e-mail.
?99,4% have a mobile phone.
The majority of these learners live in remote rural areas with little or no fixed-line telecom
infrastructure.
Many of the staff at the University were, understandably, sceptical about the idea of using mobile
technology to support rural distance learners. Some of the arguments put forward by the
sceptics were:
?hese students are not ICT literate.??he telecom infrastructure in rural areas is almost non-existent. The students don have
access to the Internet ?not even to basic e-mail.??he nearest post office is 60-100km away. Now you want to use igh tech?to support
these rural students??However, a bold step forward was taken and the unreachable were reached with m-learning
support.
Mobile phone support to these rural distance learning students entails sending bulk, preplanned
SMSs to
?all students
?students of a specific programme for general administrative support as well as motivational
support
6
?specific groups of students extracted from the database for specific administrative support
(customised group SMSs)
?small group or individual SMSs to specific students extracted from the database on an
individual basis for specific administrative support
Examples of SMSs sent for administrative support are provided in table A.
SMS message Purpose Result
Dear Student. Your study material was
posted to you today. Enquire in time,
quote your tracking number:
PE123456789ZA, at your post office.
UP
?Since students do not visit their
rural post offices that often,
many packages are returned If
students know that a package
has been dispatched, they make
an effort to fetch it on time
?A significant drop in
returned packages
and accompanying
costs
If you have not submitted Assignment
2, due to late dispatch of study
material, you may submit before 19
Sept. Do this urgently to help you
pass your exam. UP
?Extension of assignment
submission date owing a late
dispatch of study material
?Encouragement to complete the
assignment
?Normal assignment
submission statistics
ACE Edu Management contact
session block 1 from 7-9 July for
modules EDM 401 EDO 401 ONLY,
changed to Town Hall Main Street
KOKSTAD. New letter posted. UP
?Urgent notification of a change of
venue for a specific contact
session
?All the students
arrived at the correct
venue (as far as we
know)
Dear Student. We have not received
your registration for the Oct exam.
Please fax registration form or letter
not later than Thursday 31 July. UP
?Encouragement for exam
registration
?Notification of the deadline for
exam registration
?Increase in the
number of exam
registrations
compared with
previous exams
April exam proved that students
attending contact sessions are more
successful. Please attend July contact
session. Register per fax before or on
Friday 6 July. UP
?Encouragement for contact
session registration
?Notification of the deadline for
contact session registration
?58% of the learners
registered before the
closing date
compared with the
normal rate of below
40%
Table A: Examples of administrative support through bulk SMSs
The advantages and successes have already been significant.
?In response to a reminder for registration for contact sessions, 58% of the learners registered
before the closing date compared with the normal expected percentage of below 40%.
?In response to a reminder of the contact session dates, 95% of the learners who had
registered for the contact sessions, attended.
?Learners respond in mass and almost immediately to information provided in SMS
messages.
From a logistical and financial point of view, the successes are also significant.
?Using print and the postal service to distribute the necessary information to learners would
have been more than 20 times the cost of the bulk SMSs.
?While the SMSs provide immediate and JIT (just-in-time) information, the posted information
would have taken between three and 18 days (depending on the remoteness of the learner)
to reach all the learners.
7
The use of bulk SMSs for academic learning support
After the successful implementation of bulk SMSs for administrative learning support, the
University of Pretoria took the project to a higher level and started to do the unthinkable:
academic learning support on mobile phones for rural distance learners.
The University of Pretoria started using SMSs for academic learning support in November 2004
in a module of one of the three paper-based distance education programmes in the Faculty of
Education, namely ACE: Special Needs Education: Module LPO402. The leaders of this
exciting m-learning project are Mr Carl du Preez (Department of Educational Psychology) and
Mrs Jeanne-Marie Viljoen (Unit for Distance Education).
The pilot project comprises four categories of asynchronous academic interventions during the
six-month cycle of this module from October 2004 to April 2005. The four categories are:
?academic instructional messages (regular bulk SMSs messages)
?IVR (interactive voice response) system for FAQs (students phone in to a AQ number?and
receive answers from the programmed system)
?SMS quizzes (MCQs are sent to students and a simple answer choice is sent back via SMS;
answers and feedback are provided for each quiz)
?SMS question-answer system (students ask questions via SMS regarding a given
preselected topic and automatically receive an answer from the system via a comprehensive
programmed matching system [text database])
Examples of SMSs sent for academic support are provided in table B.
CATEGORY SMS MESSAGE/
VOICE RESPONSE PURPOSE ENVISAGED
OUTCOME
Instruction LPO 402 student: study section on
Assets p43-44 in Tutorial Letter 1
before answering 1.4 of Assign 1. This
is also important for your Project &
Assign 2. UP
To provide a study hint
for a difficult assignment
question that is normally
answered incorrectly by
students; to prepare
students for contact
sessions; and to provide
a hint for the project and
follow-up assignment
An increase in the
quality of
assignment
answers; and an
increase in the
quality of contact
session interaction
IVR
(interactive
voice
response)
SMS message
LPO 402 student: phone 0124203111
to hear more about the most import
concept in this module, the assetbased
approach. UP
Voice message when student
reaches 012 420 3111
Hello LPO 402 student. We will now
discuss some frequently asked
questions on the asset-based approach
that will enhance your understanding of
this important concept. Press 1 to hear
what the asset-based approach is.
Press 2 to hear what makes it so
unique. Press 3 to hear why you should
use it.
Further voice responses are then
available at each number indicated.
To personalise
automated learning
support. Students can
listen to mini lectures
and explanations in the
voice of their teacher.
An increase in
learning motivation
as well as an
enhancement of
learning with
deeper
understanding of
certain key
concepts. It also
ersonalises?the
interaction. All of
these require
further research to
confirm the
anticipated
outcomes.
Q&A Dear student: See section C no 2 page
20 in Assignment Workbook. For any
To afford students the
opportunity to clarify
An enhancement of
achieving the
8
assistance SMS your questions about
these guidelines for educators via reply
SMS.
issues and questions
without the high cost of
a lengthy telephone call;
to provide asynchronous
learning support; and to
lessen the impact on the
call centre or the
faculty telephone
tutoring.
desired learning
outcomes. Other
successes have not
yet been
determined. This
requires further
research.
Quizzes First SMS message
1st question: Asset-based initiatives
are clarified in a) learning guide p14, b)
Assets textbook p 14, c) tutorial letter p
5. Reply with a, b, or c & send
SMS if reply was correct
Correct! The asset-based approach is
ecosystemic. Ecosystemic approaches
emphasise a) interrelatedness, b)
individuality, c) neither. Press & send
SMS if reply was incorrect
A needs-based approach emphasises
individuality and an asset-based
approach emphasises interrelatedness.
Press C & send
[And it continues in this way for up to 5
questions.]
Last SMS in quiz
Correct! You are on your way to
reaching the 2nd and 3rd outcomes of
this unit. Now read pp 15-18 in learning
guide. Good luck! Bye
To review important
content; to provide
tutoring in order to reach
the desired learning
outcomes; and to
provide remedial
support on identified
learning shortcomings.
The envisaged
outcome is an
improvement in the
quality of
assignment
answers and the
achievement of the
desired learning
outcomes. Other
successes have not
yet been
determined. This
requires further
research.
Table B: Examples of academic support through bulk SMSs
Bear in mind that the limitation of having only 160 characters available (including spaces) for an
SMS text message poses interesting challenges when it comes to formulating an SMS
messages. It is a real challenge to formulate the correct message that provides the exact
information you want to communicate without the possibility of misunderstandings or
misinterpretations. One poorly formulated SMS can create total chaos with financial and many
other implications.
PREMISES FOR M-LEARNING IN AFRICA: LESSONS LEARNT FROM PILOT STUDIES AT
THE UNIVERSITY OF PRETORIA
Lessons learned from the project as discussed above lead to the establishment of a few
important premises for m-learning in Africa, which can be summarised as follows:
?M-learning is a supportive mode of education and not a primary mode of education.
?M-learning provides flexibilities for various learning styles and lifestyles.
?The most appropriate mobile device for learners in Africa is a mobile phone.
?Possibilities and latest developments in mobile technologies must be tested against
practicality, usability and cost-effectiveness.
?The use of multimedia on mobile phones must be tested against the envisaged leaning
outcomes.
?The major focus of m-learning should be more on communication and interaction than on
9
content.
An ideal model for m-learning in Africa might look far more advanced by 2010 compared with the
model currently used in pilot projects. We should, however, keep in mind that issues such as
the cost of mobile and wireless technologies to the user and ICT literacy will probably still restrict
some learners in Africa to the use of mobile phones for a few years. The cost of more advanced
mobile technologies will eventually decline as the technologies continue to develop, but mlearning
in Africa will be through mobile phones for many years to come.
CONCLUSION
M-learning has already started to play a key role in e-learning in Africa. It should be noted that
m-learning has brought e-learning to the rural communities of Africa ?to learners that one never
imagined as e-learning learners only a few years ago.
M-learning is the gateway to e-learning for most learners in Africa as the rapidly growing
wireless infrastructure increasingly fulfils their access needs. Africa is leap-frogging from an
unwired, nonexistent e-learning infrastructure to a wireless e-learning infrastructure. The
statistics in this regard are already significant proof of this process.
The inconceivable is happening. andthose in rural Africa who could not be reached only a few
years ago, are now being reached. Through m-learning we are doing the unthinkable and
reaching the unreachable!
The role of m-learning in the future of e-learning and ODL (open and distance learning) in Africa
should not be underestimated. M-learning in Africa is a reality that will continue to grow in form,
stature and importance. It will become the learning environment of choice.
REFERENCES
Brown, TH. (2004). The role of m-learning in the future of e-learning in Africa. In: Distance
Education and Technology: Issues and Practice, 197-216, Open University of Hong
Kong Press, Hong Kong, China.
ITU. (2004). Africa ?The world fastest growing mobile market: Does mobile technology hold
the key to widening access to ICTs in Africa? Article in M2 Presswire, 26 April, 2004.
[ITU = International Telecommunication Union]
Keegan, D. (2003) The future of learning: From eLearning to mLearning. Hagen:
Fernstudienforchung, Germany. E-published version:
http://learning.ericsson.net/leonardo/thebook/
Kukulska-Hulme, A. & Traxler J. (2005) Mobile Learning: A Handbook for Educators and
Trainers, Routledge, London.
Quin, C. (2001) mLearning: Mobile, Wireless, In-Your-Pocket Learning. LiNE Zine, Fall 2002.
(http://www.linezine.com/2.1/features/cqmmwiyp.htm)
Shapshak, D. (2002). Unwiring Africa. DigAfrica 2001 [On-line], Digital Digest. Available:
http://groups.yahoo.com/group/DigAfrica
The East African July 8, (2002). Ugandan Internet & mobile use soars. Newspaper article cited
in TAD Consortium August 2002 Information Update No. 2, Telematics for African
Development Consortium, SAIDE, Johannesburg, South Africa.
Urdan, T.A., & Weggen, C.C. (2000). eLearning: corporate eLearning ?exploring a new
frontier [On-line]. WR Hambrecht + Co research reports 2(10) - eServices:
10
Internet Services. Available:
http://www.wrhambrecht.com/inst/research/nltr/issue002010/index.html
Wachira, N. (2003). Wireless in Kenya takes a village. Article in Wired. Cited in TAD
Consortium February 2003 Information Update No. 2, Telematics for African
Development Consortium, SAIDE, Johannesburg, South Africa.# ecopy from the author, Dec. 4, 2005 F? 7 J. Taylor
M. Sharples
C. O'Malley
G. Vavoula
J. Waycott 2006? Towards a Task Model for Mobile Learning:a Dialectical ApproachH Accepted for publication in International Journal of Learning Technology Inderscience Publishers ?
A Corlett, D., Chan, T., Ting, J., Westmancott, O., & Sharples, M. 2005 ~ Interactive Logbook: a personal, mobile learning environment. Paper accepted for presentation at HCI International conference. z? Jeremy Roschelle 2005) Wireless Internet Learning Devices (WILD) 1. Wireless Internet Learning Devices (WILD)
John Brecht, Mark Chung, Valerie Crawford, Chris DiGiano, Charles Patton, Roy Pea, Bill Penuel, Jeremy Roschelle, Linda Shear, Phil Vahey, Louise Yarnall
Since 1996, we have been exploring the potential of Wireless Internet Learning Devices (WILDs) to improve student learning of important but difficult ideas in mathematics, science, and other subject areas. Emerging handheld devices offer the opportunity
Our WILD initiative consists of a set of related projects with different emphases and clients:
CILT has fostered a multi-institutional "theme team" around ubiquitious computing and communication, sponsoring workshops and seed grants.
TeamLab, a handheld software program developed for the U.S. Department of Education, allows students and teachers to measure the effectiveness of small group collaboration.
NetCalc (SimCalc Connected Devices) is conducting classroom design experiments that explore the educational benefits of combining powerful mathematical representations with interpersonal beaming on Palm handhelds
Palm Educational Pioneers (PEP) performed one of the largest WILD studies to date, studying over one hundred classrooms that applied for and received grants of classroom sets of Palm handhelds.
With Texas Instruments, we are participating in the design of new collaboration and group work tools for multiple subject matters, targeting a new WILD product line.
Wireless Handhelds Improving Reflection in Learning (WHIRL) engages in co-design and evaluation research with the Beaufort, SC school district, targeting the use of WILDs to improve formative assessment in science classrooms.
The team also draws upon SRI's world leading position in mobile ad hoc networking and wireless applications in creating new technical approaches and intellectual property for the WILDs.
Began 4/1997 (current)
Funders & Clients
National Science Foundation
Palm, Inc.
Texas Instruments
Publications
Yarnall, L., Penuel, W. R., Ravitz, J., Murray, G., Means, B., & Broom, M. (2003). Portable assessment authoring: Using handheld technology to assess collaborative inquiry. Education, Communication, Information, 3(1), 7-55.
Read more ?
Brecht, J., Pea, R., & Chung, M. CML ?The ClassSync Modeling Language. CSCL 2002
Read more ?
DiGiano, C., & Patton, C. (2002). Orchestrating handhelds in the classroom with SRI ClassSync? In G. Stahl (Ed.), Computer Support for Collaborative Learning 2002 (pp. 706-707). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Read more ?
DiGiano, C., Yarnall, L., Patton, C., Roschelle, J., Tatar, D. G., & Manley, M. (2002). Collaboration Design Patterns: Conceptual Tools for Planning for The Wireless Classroom. In Proceedings of WMTE 2002 (pp. 39-47).
Read more ?
Roschelle, J. & Patton, C. (2002). To unlock the learning value of wireless mobile devices, understand coupling. In M. Milrad, U. Hoppe, Kinsuk (Eds.), Wireless and mobile devices in education, Los Alamitos, CA: IEEE Computer Society, 2-6.
Read more ?
Roschelle, J., & Pea, R. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology, 1(1), 145-168.
Read more ?
Stroup, W. M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S. J., Roschelle, J., Mack, A., Davis, S., & Hurford, A. (2002). The nature and future of classroom connectivity: The dialectics of mathematics in the social space. Paper presented at the Psycho
Read more ?
Vahey, P. & Crawford, V. (2002) Palm Education Pioneers Program Final Evaluation Report. Menlo Park, CA: SRI International.
Read more ?
Soloway, E., Grant, W., Tinker, R., Roschelle, J., Mills, M., Resnick, M., Berg, R., & Eisenberg, M. (1999). Science in the palm of their hands. Communications of the ACM, 42(8), 21-26.
Read more ?
Roschelle, J., Mills, M., & Stillman, P. (1998). DataGotchi Deep Dive. Menlo Park: SRI International.
Read more ?
Kaput, J., & Roschelle, J. (1996). Connecting the connectivity and the component revolutions to deep curriculum reform. Washington, DC: Department of Education.
Read more ?
Research Areas
Assessment
Evaluation
Learning Environments
Technology Development
Keywords
handhelds
online education
wireless communication 1. Nov. 22, 2005, recommended by Liam,
Wireless Internet Learning Devices (WILD),
http://ctl.sri.com/projects/displayProject.jsp?Nick=wild K ? H Chen, Y. F., Liu, C. C., Yu, M. H., Chang, S. B., Lu, Y. C., Chan, T. W. 2005v “When does Peer Instruction Fail to Work?”—Elementary Science Classroom Learning with Wireless Response Devices. 96-103X IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005) Tokushima, Japan Nov.28-30, 2005 F? Marc Prensky 20054 What can you learn from a cellphone: Almost anything Innovate 1 5 June/July; http://www.innovateonline.info/index.php?view=article&id=83 2005 June 14 {? % Klopfer, Eric
Yoon, Susan
Perry, Judy 2005 Using palm technology in participatory simulations of complex systems: A new take on ubiquitous and sccessible mobile computing 285-297) Journal of Science Education & Technology 14 3& Springer Science & Business Media B.V. EDUCATION
ELECTRONIC data processing
ELECTRONIC data processing -- Distributed processing
EMBEDDED computer systems
MOBILE computing
SCIENCE
TECHNOLOGY -- Study & teaching
UBIQUITOUS computing
simulations
handhelds
complex systems Article 2005/09// This paper reports on teachers??perceptions of the educational affordances of a handheld application called Participatory Simulations. It presents evidence from five cases representing each of the populations who work with these computational tools. Evidence across multiple data sources yield similar results to previous research evaluations of handheld activities with respect to enhancing motivation, engagement and self-directed learning. Three additional themes are discussed that provide insight into understanding curricular applicability of Participatory Simulations that suggest a new take on ubiquitous and accessible mobile computing. These themes generally point to the multiple layers of social and cognitive flexibility intrinsic to their design: ease of adaptation to subject-matter content knowledge and curricular integration; facility in attending to teacher-individualized goals; and encouraging the adoption of learner-centered strategies.
ABSTRACT FROM AUTHORD http://web.media.mit.edu/~mikhak/courses/tsr/readings/klopfer-05.pdf, ecopy
TY - JOUR
Accession Number: 17925647; Klopfer, Eric 1 Email Address: klopfer@mit.eduYoon, Susan 1Perry, Judy 1; Affiliations: 1: Teacher Education Program, Massachusetts Institute of Technology, Cambridge 02139-4307; Source Information: Sep2005, Vol. 14 Issue 3, p285; Subject Term: EDUCATIONSubject Term: ELECTRONIC data processingSubject Term: ELECTRONIC data processing -- Distributed processingSubject Term: EMBEDDED computer systemsSubject Term: MOBILE computingSubject Term: SCIENCESubject Term: TECHNOLOGY -- Study & teachingSubject Term: UBIQUITOUS computing; Author-Supplied Keyword: simulationsAuthor-Supplied Keyword: handheldsAuthor-Supplied Keyword: complex systems; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 13p; DOI: 10.1007/s10956-005-7194-0; Document Type: Article 10590145 ? John Traxler 2005C Using Mobile Technologies to Support Learning in Sub-Saharan Africa 66 mLearn 2005: Book of Abstracts van der Merwe, H.
Brown, T. Cape Town mLearn 2005? Walthes, S. 2005" Using handhelds in K-12 classrooms 9-11 Media & Methods 42 1 Media & Methodsq EDUCATION
EDUCATIONAL technology
ELECTRONIC books
HIGH technology & education
POCKET computers
PORTABLE computers Article 2005/09/D This article discusses the ways in which teachers and students are utilizing handheld computers or PDAs in different subject areas. A variety of data-gathering probes can be used in conjunction with PDAs. Probes used in science classes have a compact flash device that plugs into a slot on the PDA. Handhelds also allow students to access the electronic versions of books called e-books. PDAs enable students to take class notes by typing them directly into the PDA. The notes captured on the PDA are then exported into a desktop computer. PDAs with a wireless card also allow students to search the Web for various topics and questions that come up in their classes. Students can search the Web for articles on specific subject areas. Across all subject areas, PDAs help students complete assignments in faster and more efficient ways.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=18535522O TY - JOUR
Accession Number: 18535522; Walthes, Scott 1; Affiliations: 1: Educational technology consultant, Madison County Regional Office of Education in Edwardsville, IL; Source Information: Sep2005, Vol. 42 Issue 1, p9; Subject Term: EDUCATIONSubject Term: EDUCATIONAL technologySubject Term: ELECTRONIC booksSubject Term: HIGH technology & educationSubject Term: POCKET computersSubject Term: PORTABLE computers; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 3p; Document Type: Article; Full Text Word Count: 809 00256897 ? DerVanik, R. & Finkenberg, M. E. 2005/ The use of PDAs to assess in physical education 50-525 The Journal of Physical Education, Recreation & Dance 76 6D American Alliance for Health, Physical-Education, Recreation & Dance COMPUTER software
PHYSICAL education & training
PHYSICAL education teachers
PHYSICAL fitness
POCKET computers
SCHOOL attendance Article 2005/08// Examines the use of personal digital assistants (PDAs) in physical education to collect assessment information that can be converted into meaningful data for students, staff, and administrators. Usage of computer software Microsoft Excel to maintain student attendance and fitness score data; Safety measures to be considered while working on PDAs; Advantages of using PDAs by physical education teachers.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=18530941 TY - JOUR
Accession Number: 18530941; DerVanik, Rick 1 Email Address: dervanikr@nhsd.k12.pa.usFinkenberg, Mel E.; Affiliations: 1: Health and Physical Education Curriculum Facilitator, North Hills School District, Pittsburgh, PA.; Source Information: Aug2005, Vol. 76 Issue 6, p50; Subject Term: COMPUTER softwareSubject Term: PHYSICAL education & trainingSubject Term: PHYSICAL education teachersSubject Term: PHYSICAL fitnessSubject Term: POCKET computersSubject Term: SCHOOL attendance; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 61162 Sports and Recreation Instruction; Number of Pages: 2p; Document Type: Article 07303084 ? Savill-Smith, Carol 2005E The use of palmtop computers for learning: a review of the literature 567-568) British Journal of Educational Technology 36 3 Blackwell Publishing LimitedM The use of palmtop computers for learning: a review of the literature.
Authors: Savill-Smith, Carol1 csavill-smith@LSDA.org.uk
Source: British Journal of Educational Technology
May2005, Vol. 36 Issue 3, p567-568, 2p
Document Type: Other
Subject Terms: *COMPUTER-assisted instruction
*EDUCATION
*EDUCATIONAL technology
*LEARNING
*POCKET computers
*PORTABLE computers
NAICS/Industry Codes: 61 Educational Services
6117 Educational Support Services
Abstract: The article focuses on the use of palmtop computers in education. The use of palmtop, or handheld computers, is rapidly increasing in the developed world. Nowadays they often run compact editions of the main office applications, have a variety
help organizational skills
encourage a sense of responsibility
etc.
Author Affiliations: 1Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS.
ISSN: 0007-1013
DOI: 10.1111/j.1467-8535.2005.00473.x
Accession Number: 16657947
Persistent link to this record: http://search.epnet.com/login.aspx?direct=true&db=aph&an=16657947
Database: Academic Search Premier Other 2005/05// The article focuses on the use of palmtop computers in education. The use of palmtop, or handheld computers, is rapidly increasing in the developed world. Nowadays they often run compact editions of the main office applications, have a variety of data input devices, and are able to link into wireless networks. A literature review investigating the use of palmtop computers for learning has been published by the Learning and Skills Development Agency. It was found that the key claims for using palmtop computers are that they: assist students' motivation; help organizational skills; encourage a sense of responsibility;
etc.
?British Educational Communications and Technology Agency, 2005.
Published by Blackwell Publishing, 9600 Garsington Road, Oxford, OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.
British Journal of Educational Technology Vol 36 No 3 2005
567?68
Blackwell Publishing Ltd.Oxford, UKBJETBritish Journal of Educational Technology0007-1013British Educational Communications and Technology Agency, 2005January 2005363567568Articles
ColloquiumBritish
Journal of EducationalTechnology
Colloquium
The use of palmtop computers for learning: a review of the literature
Carol Savill-Smith
Dr Carol Savill-Smith, Learning and Skills Development Agency, Regent Arcade House, 19?5 Argyll
Street, London W1F 7LS. Email: csavill-smith@LSDA.org.uk
Introduction
The use of palmtop, or handheld computers, is rapidly increasing in the developed
world. Nowadays they often run compact editions of the main office applications, have
a variety of data input devices, and are able to link into wireless networks.
Continued miniaturisation of the hardware is taking place, as is increasing computing performance,
and this rapid pace of advancement is predicted to continue.
It is, therefore, reasonable to expect that educators might now, or in the near future, consider using
palmtop computers with their students, and examine the impact that such use has on
their learning when compared with the traditional, and more expensive, desktop or
laptop machines.
This appears especially important when the learners involved are
young adults, most of whom are comfortable and enthusiastic users of mobile phones?which are increasingly incorporating many of the functions associated with palmtop
computers.
The literature review
A literature review investigating the use of palmtop computers for learning has been
published by the Learning and Skills Development Agency (Savill-Smith & Kent, 2003)
for the m-learning project (see http://www.m-learning.org).
This review asks the questions:
(1) How have palmtop computers been used for learning?; and
(2) what are young adults?experiences of using palmtop computers?
Such questions are set within the
context of the m-learning project target audience of disengaged young adults aged
16?4 who have literacy and numeracy skill development needs.
The review compliments other recently published reports about the use of handheld computers in schools
and in the further/higher education sectors (Perry, 2003; Smith, 2003).
Findings
It was found that the key claims for using palmtop computers are that they:
?assist students?motivation;
?help organisational skills;
?encourage a sense of responsibility;
?help both independent and collaborative learning;
568
British Journal of Educational Technology Vol 36 No 3 2005
?British Educational Communications and Technology Agency, 2005.
?can act as reference tools;
?can be used to help track students?progress;
?can be used for assessment purposes.
Although there is much work currently in progress which will be reported in the next
couple of years, particularly in the schools and university sectors, it needs to be noted
that to date there have been few:
?comparative research studies;
?studies that relate their work and outcomes to theories of learning;
?studies which include reference to, or examine in depth, the views of the participants,
particularly the learners, to the handheld technologies they are using.
The review is written in three main parts. The first part examines why palmtops should
be used for learning and the experiences of the users (eg, they offer the possibility of
different ways of working, can assist with the acquisition of literacy and numeracy
skills, etc). Other areas discussed are their impact on social issues, the lack of good
educational software, the use of e-books, and problems with their use. The second part
gives examples from the literature of the ways in which they have been found to have
been used for learning (eg, simulation games, for increasing the amount of children
reading and writing, for science fieldwork, in physical and sports education, and as
reflective logs). The third notes planning and design issues related to the use of handheld
computers for learning.
The review concludes that, interestingly, there have been no published studies which
relate to the target audience of the m-learning project, that is, young adults aged 16?24 who are disengaged from learning and who may have literacy and numeracy needs,
although some of the areas which appear important for the research and design activities
of the m-learning project are summarised from the literature reviewed.
Acknowledgements
I would like to thank Jill Attewell and Phillip Kent for commenting on this article. The
m-learning project is supported by the European Commission Directorate-General
Information Society (IST-2000-25270).
References
Perry, D. (2003). Handheld computers (PDAs) in schools
. British Educational Communications and Technology Agency (Becta), Coventry, March 2003.
Retrieved March 15, 2003, from
www.becta.org.uk/research/reports/docs/handhelds.pdf
Savill-Smith, C. & Kent, P. (2003). The use of palmtop computers for learning LSDA, London ISBN
1-85338-862-9.
Smith, T. (2003).
Personal Digital Assistants (PDAs) in further and higher education
. Joint Information
Systems Committee (JISC). Retrieved March 23, 2003, from www.techlearn.ac.uk/
NewDocs/editedpdasineducation.docJ http://www.blackwell-synergy.com/doi/full/10.1111/j.1467-8535.2005.00473.x ecopy in this record
TY - GEN
Accession Number: 16657947; Savill-Smith, Carol 1 Email Address: csavill-smith@LSDA.org.uk; Affiliations: 1: Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS.; Source Information: May2005, Vol. 36 Issue 3, p567; Subject Term: COMPUTER-assisted instructionSubject Term: EDUCATIONSubject Term: EDUCATIONAL technologySubject Term: LEARNINGSubject Term: POCKET computersSubject Term: PORTABLE computers; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 2p; DOI: 10.1111/j.1467-8535.2005.00473.x; Document Type: Other 00071013 ? e Heinrich, K. T. P., Karen T.; Davison-Price, M., Murphy, J. I., Neese, R., Walker, P., & White, K. B. 20056 Tranformation nursing education through parternerships 34-41 Nursing Education Perspectives 26 1v? Tom H. Brown 2005( Towards a model for m-learning in Africa 299-315# International Journal on E-Learning 4 3 ABSTRACT M-learning is a natural extension of e-learning and has the potential to make learning even more widely available and accessible than we are used to in existing e-learning environments. The role that communication and interaction plays in the learning process is a critical success factor. It is within this context that m-learning can contribute to the quality of education. It offers opportunities for the optimization of interaction between lecturers and learners, among learners and among members of COPs (communities of practice). Wireless and mobile technologies also make it possible to provide learning opportunities to learners that are either without infrastructure for access (example rural learners) or continually on the move (example business professionals). This article shares the latest developments regarding a m-learning project in Africa and proposes a model for the implementation of m-learning in higher education in developing countries.# ecopy from the author, Dec. 4, 2005 ? 2005 Template8%D? Roger C. Lowery 2005 Teaching and learning with interactive student response systems: A comparison of commercial products in the higher-education market= Annual Meeting of the Southwestern Social Science Association New Orleans, LA1 References
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tudent Response Systems.?(n.d.). Teaching at Mizzou: A Guide for New Faculty, Graduate
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Participation in Chemistry Classes with a Web-based, Instant Feedback, Student Response
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May 9). Retrieved 19 February 2005 from:
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21
Appendix: Vendor Website Directory
1. Classtalk Classroom Communication System (CCS)
http://www.bedu.com/classtalk.html
2. ClassAct Student Response System (SRS)
http://www.ljgroup.com/products/classactsrs/
3. eInstruction Classroom Performance System (CPS)
http://www.einstruction.com
McGraw-Hill/eInstruction CPS
http://www.mhhe.com/cps/
4. Fleetwood Reply Wireless Response Systems (WRS)
http://www.replysystems.com/
Meridia Audience Response System (ARS)
http://www.meridiaars.com/appseduc.htm
5. Hyper-Active Teaching Technology (H-ITT)
www.h-itt.com
Pearson/H-ITT
http://www.aw-bc.com/h-itt/
6. InterWrite Personal Response System (PRS) [formerly EduCue]
http://www.gtcocalcomp.com/interwriteprs.htm
Pearson/InterWrite PRS
http://www.aw-bc.com/prs/index.html
7. Option Technologies?Interactive Option Finder VP
http://www.optiontechnologies.com/products/ofvp.asp
8. Quizdom Interactive Learning System (ILS)
http://www.qwizdom.com/download/higher_ed_Brochure_2004.pdf March 23-26- http://people.uncw.edu/lowery/SWSSA%20ms.pdf. Page 1
Teaching and Learning with Interactive Student Response Systems:
A Comparison of Commercial Products
in the Higher-Education Market
Roger C. Lowery, Ph.D.
Professor and Assistant Department Chair
Department of Political Science
University of North Carolina at Wilmington
Wilmington, NC 28403-5607
lowery@uncw.edu
16 March 2005
Abstract: This paper is addressed to the college or university faculty member contemplating
adoption of an evolving form of classroom technology ?the interactive student response system
(SRS). Marketed under a variety of brand names, this student-polling technology is designed to
maximize student participation, especially in large-enrollment lectures. We will look at the
components and operation of the two most common types of student response systems, wireless
keypad and Web-based input devices. Also provided is a brief survey of four decades of published
research assessing the generally positive impact of student response systems on teaching and
learning.
Prepared for presentation at the annual meeting of the Southwestern Social Science Association
and its affiliates, March 23 - 26, 2005 at New Orleans, LA
Disclaimer: the author is not affiliated with and has no financial interest in
any SRS manufacturer or distributor ? \ C. Cortez,
M. Nussbaum,
X. López,
P. Rodríguez,
R. Santelices,
R. Rosas,
V. Marianov 20054 Teachers' support with ad-hoc collaborative networks 171-180% Journal of Computer Assisted Learning 21 3 ~? c Jeremy Roschelle
Charles Patton
Tak Wai Chan
ChungLi
John Brecht
SRI International
Marie Bienkowski 20053 Scenarios: Envisioning the context for WMTE in 2015 From: LOOI Chee Kit (LST, LSL)
Sent: Thursday, June 23, 2005 10:30 AM
To: LSL_ACAD; LSL_Research; LST/ACAD
Subject: FW: G1:1 workshop report in May, Taiwan
Here is a report on a workshop (facilitated by SRI) that envisions scenarios in 2015 for what learning will be like and the technology to support it.
It has some ideas for long-term research.
For your bedside reading - the scenarios read fascinating just like as in your favourite sci-fi novel.
Chee Kit ecopy from Chee Kit_ G1:1 Scenarios: Envisioning the Context for WMTE in 2015
Jeremy Roschelle
SRI International
Menlo Park, CA, USA
jeremy.roschelle@sri.com
Charles Patton
SRI International
Menlo Park, CA, USA
charles.patton@sri.com
Tak Wai Chan
National Central University
ChungLi, Taiwan
chan@lst.ncu.edu.tw
John Brecht
SRI International
Menlo Park, CA, USA
john.brecht@sri.com
Marie Bienkowski
SRI International
Menlo Park, CA, USA
marie.bienkowski@sri.com
With G1:1 Members
See acknowledgements section for
G1:1 members who contributed to the
ideas in this paper.
Abstract
The G1:1 international network of learning researchers
met to identify major trends and uncertainties that could
effect the course of future tools for learning. Using a
technique called scenario-based planning, the group created
stories of plausible futures that bring to life what
collaborative learning may be like in 2015. These stories
present contextual changes in technology and education
practices that could occur by 2015, with each scenario
considering a different trajectory. The major trends and
uncertainties considered were changes in the political and
social goals of education and in the main role of teachers,
as well as changes in the economies of publishing content.
Using these different scenarios as a way to think
about long-term research plans could serve to make programs
of research in wireless and mobile technology
more robust to changes in the educational context that are
likely to occur in the next 10 years.
Keywords
Collaborative Learning, Scenarios, Trends.
1: INTRODUCTION
In May 2005, National Central University in Taiwan
hosted a group of experts from around the world for a
workshop aimed at envisioning the major factors that
could influence the future use of mobile technology for
collaborative learning. The event was organized by G1:1
(http://www.g1on1.org/), a global network of researchers
studying how learning could be enhanced when each student
has a personal computing device, which might be a
handheld, tablet, or laptop computer. The aim of this
particular workshop was to identify major trends and
uncertainties that could change the course of future tools
for learning. By involving leaders from Asia, Europe,
and North America in producing these scenarios, we can
offer an unusually broad perspective on the future.
As a tool for research planning for educational and research
leaders, the G1:1 experts produced a set of scenarios-
stories of plausible futures-that bring to life three
distinct accounts of what collaborative learning will be
like in 2015. The purpose of these scenarios is to describe
contexts that may influence WMTE and CSCL
research in 2015. Most funded projects in WMTE and
CSCL are highly responsive to a broader context that is
outside the individual researcher's direct control. The
context includes political, cultural, financial, and technical
considerations.
One important use for contextual scenarios is in "weatherproofing"
long-range plans. When researchers plan a
new Ph.D. program, select a vision to unify the work of
their group, choose which professional journals to read
and which conferences to attend, they are implicitly making
guesses about what will be important in the future.
Although it is unlikely that one of these scenarios will
come true in all its details, by thinking about plans
against the different futures described here, a WMTE researcher
may be able to better shape his or her efforts to
be successful no matter what the context for educational
innovation looks like in 2015. As most research projects
take one year to propose and three years to execute, 2015
is only two or three project cycles away.
2: ABOUT SCENARIO-BASED PLANNING
The process of scenario-based planning was first formalized
by SRI International in 1969, in work for the U.S.
Department of Education and other agencies [1]. Since
the oil shocks of the 1970s, and the preparedness of
Royal/Dutch Shell to weather those shocks based on scenario-
based planning, academics and practitioners have
been promulgating scenario-based methods as key elements
of strategic planning.
Paul Schoemaker [2] defines scenarios as
?focused descriptions of fundamentally different futures
presented in a coherent script-like narrative fashion.
A key point here is "fundamentally different futures." A
central objective of scenario-based planning is to challenge
the participants' notion that the future, as it relates
to their core activities, is known-or even necessarily
knowable [3]. By having the participants construct purposefully
divergent stories of the future, and considering
those stories not in isolation, but as alternative possibilities,
the process can broaden the base for strategic considerations,
stretching the mental models of the participants
[4][5], and alerting the participants to potential future
"markers" or "signposts" of large-scale shifts [3][5].
Although the process of building scenarios is relatively
straight forward [6] there are a number of subtleties that
play an important role in achieving these promised objectives.
These subtleties include the selection of the participants,
the group elucidation and categorization of
"driving forces" [3] or "causal factors" [7], and a focus on
plausibility rather than probability.
The issue of recruiting participants involves several factors.
First, Schwartz and others argue that the participants
should be the eventual decision-makers themselves- line
managers rather than staff proxies-because the engagement
in the process (rather than simply reading the results)
is a key contributor to the attainment of, especially,
the cognitive benefits of the scenario-based planning
effort. Second, since much of the plausibility of the
resultant scenarios will arise from personal (and idiosyncratic)
experiences, it is important to involve participants
with as broad a range of experiences as possible.
One of the most independently important aspects of scenario-
based planning is the group identification and classification
of drivers-factors that shape the large-scale
structure of the participants' world. If there is any
"magic" in scenario-based planning, it surely arises from
a suitable selection of relevant (and generative) drivers
[8]. Although the elicitation of such driving forces is
relatively unproblematic, the classification of the drivers
as constant ("background"), or predetermined ("trends"),
or uncertain ("scenario parameters") is both revealing of
the diversity of the group, and fundamental to the process.
The very fact that trusted colleagues would be so
certain (and yet "wrong") about the significant dimensions
of the future can have a profound effect on the individual
participants-individually there may be certainty,
but collectively there is significant uncertainty. This cognitive
dissonance can contribute to the triggering and
accelerating the process of organizational learning [8].
Finally, leaders often consider probabilities as a route to
problem simplification. But the increasingly rapid rate of
global change, path-dependence, and sensitivity to initial
conditions has focused attention on the need to prepare
for (apparently) less likely, but plausible, alternative futures.
The present tense, narrative form of scenarios describing
the future can contribute strongly to this perspective.
Together, these factors contribute to a collective learning
event that reveals critical junctures in the future, collective
knowledge of the present, and weaknesses and
strengths of the organizations planning process.
3: METHOD
We adapted Scenario-Based Planning to serve our purposes
as described below. This effort did not complete
the scenario-based planning process; we stopped at the
point of generating plausible scenarios, leaving the planning
work to individual researchers and the community.
3.1: Procedure
To formulate an initial set of drivers, we conducted a
survey of G1:1 members. We conceived of each driver as
a dimension that will have an unknown outcome in the
future. The facilitation team brainstormed an initial set of
drivers. For example, one driver was "how well will
teachers be prepared to teach with technology?" This is
potential a driver because it is a contextual factor that
researchers cannot control but does strongly affect the
future use of mobile learning technology. Survey participants
were asked to consider 7 dimensions. For each dimension,
they were asked to indicate the point on the
dimension that they believe will be true in 2015. In addition,
survey participants were asked to rate the importance
of the driver. To what degree would their research
program change if reality turned out different from their
prediction?
In the first phase of the face-to-face workshop, we introduced
participants to the process and led participants
through a short trial-run of scenario generation. For the
trial run, we selected the drivers that appeared to be most
important and least certain. After debriefing on this trial
run, participants discussed and refined the existing drivers
and added some new ones. Then the group was surveyed
once again to determine importance and uncertainty.
In the second phase of the face-to-face workshop, the facilitation
team selected two drivers as most important
and least certain. These were arranged in a 2x2 grid, generating
four possibilities. Groups were assigned to develop
a scenario for each of three possibilities (we
dropped the combination that was most similar to conditions
today). On the next day, these groups spent 6 hours
brainstorming about their scenario with a facilitator.
Groups were instructed to try to make their scenario "surprising
yet plausible." In addition to a unique pair of
drivers, each group was given the same set of trends. All
drivers that were important but not uncertain were considered
to be trends. For their final output, groups were
instructed to produce a narrative story about what they
see in 2015, written in the present tense. We collected
photographs of the whiteboards used during the exercise
and the narrative each group produced.
3.2: Participants
We invited researchers who are members of the G1:1 collective
to participate. G1:1 was formed by an informal
group of WMTE researchers who share a common interest
in the emergence of personal computing devices for learning.
("1:1" refers to a ratio of at least one device per
learner.) The group has members from Asia, Europe,
North America, South America, and New Zealand ("G" is
for global). Members lead research groups and centers,
run funding programs, or manage networks of excellence
among researchers. For the purposes of scenario-based
planning, G1:1 provides a set of research managers and
decision-makers with a broad set of perspectives. 18 G1:1
members participated in our initial survey; 19 members
participated in the workshop. As Table 1 indicates, the
group was diverse but not globally representative. We
hope to replicate the exercise in other regions to increase
the diversity of perspectives that we can incorporate.
Table 1: Workshop Participants by Region
Global Region Number of Participants
Asia 8
Europe 5
North America 6
South America 0
New Zealand/Australia 0
Africa 0
The workshop was hosted by National Central University
in ChungLi, Taiwan. The authors of this article took
roles as facilitators for the event.
3.3: Analysis of Drivers
In Scenario Based Planning, each contextual variable
("driver") is categorized as trend or an uncertainty. A
driver is a trend if the participants agree on its most plausible
future value. For example, obesity is a trend; most
experts believe that more and more children will be
overweight unless something is done. A driver is an uncertainty
if the participants diverge on the most plausible
future value. World population growth is an uncertainty;
well-meaning experts disagree on whether birth rates will
decline worldwide as they have in Japan and Northern
Europe.
We initially determined whether each driver under consideration
was a trend or an uncertainty visually. If the
expert opinion clustered around a particular point (a bellshaped
distribution of opinion), we considered it a trend
towards the value at the center of the distribution. If expert
opinion was bimodally ("U" shaped) or evenly distributed,
we considered the driver to be an uncertainty.
We then discussed each driver in the workshop to see if
the distribution reflected different meanings for words or
different opinions about the future. As a group we clarified
the meaning of dimensions that were not clearly
stated. We then asked experts to indicate their opinion by
placing a mark on the whiteboard along each dimension.
The shapes of the distributions were then re-analyzed.
4: SURVEY & PHASE 1 RESULTS
The purpose of the survey and phase 1 work was to arrive
at an agreed upon list of uncertainties and trends, ranked
from most important to least important. Below we list
the drivers, with the most important ones listed first.
4.1: Ambient & Personal Technology
This trend considered whether sensors and pervasive
computing (such as eWhiteboards installed in walls)
might replace personal technology. Initially this appeared
to be an uncertainty, but upon group discussion it became
clear that participants believe that in 2015 both
trends will be present: students will have personal 1:1
learning devices and their learning environments will
have more sensors and embedded displays. The researchers
present did not agree on how sensors would be used,
only that they would be increasingly important.
4.2: Basic or 21st Century Skills
This uncertainty considered the political consensus in
2015 will focus on core academic skills (for example, as
reflected in the PISA test [9]) or on 21st Century Skills
[10] (such as innovation, collaboration, problem solving,
& communication). Participants felt that a strong case
could be made for each perspective. On one hand, PISA
results are highly visible measures by which nations
judge the academic effectiveness of their educational system
and seek improvement. On the other hand, global
economic competitiveness is increasingly linked to 21st
century skills. Some regions of the world might accept a
low average PISA score in order to increase their population's
innovation and collaboration capacity. In either
case, research funding will likely be influenced by which
problem a society decides is most important (indeed,
today in the United States almost all funding is directed
at improving scores on PISA-like measures).
4.3: Teachers as Professionals
In the workshop, participants felt strongly that what
WMTE and CSCL could accomplish was highly dependent
on the role of teachers. Participants could imagine
society settling on two di