Topic: Mobile technology essay
Running Head: MOBILE TECHNOLOGY IN THE LEARNING ENVIRONMENT 1
MOBILE TECHNOLOGY IN THE LEARNING ENVIRONMENT 8
Integrating mobile technology in the learning environment
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Integrating mobile technology in the learning environment
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Integrating mobile technology in the learning environment |
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Position statement |
Introduction |
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Furthering the involvement of mobile technology in the learning environment will positively enhance the student/teacher experience and lead to improved professional and personal outcomes which can simultaneously benefit the environment. |
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1Environmentally friendly Mobile technology strategies not only directly benefits the environment, but can spread sustainability about environment conservation and lead to improved environmental conservation practices in the future. · Identify the environmental disadvantages of traditional learning · Discuss how the online learning ensures that the environment is preserved. (Vonderwell et al. 2007) |
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2 Convenient Mobile technology provides a convenient alternative for those seeking to learn whilst schedule commitments and/or budget may not allow for traditional in-person forms of learning where the learner has to attend a brick and motor classes. There is flexibility in scheduling of online classes and one can schedule the lessons in line with their daily plans. Since one learns from the convenience of their homes and offices, the cost is much less as there is no need for transport or boarding fees. One only pays for tuition fees and internet services. Besides the personalization of the learning space, online learning seems to be moving away from the assumption that one size fits all and becoming more flexible, relevant, adaptable, and realistic. Mobile learning appreciates the data footprint of an individual and focusing on the areas that one is interested in or their individual skills that need upgrading. Personalized learning helps to organize the skills gap with more ease. · Discuss the affordability of the distance learning · Identify how distance learning personalizes the delivery of content for the learners. · Discuss the convenience of mobile technology in regards to flexibility of schedule and availability · Identify how mobile learning can be a more affordable option · Argue the personalised delivery of the content is convenient where learning styles can differ |
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3Accessibility for distance education Mobile technology reduces the barrier of inaccessibility for students of distance education and encourages more classroom involvement. Accessibility that was previously lacking is now available due to mobile technology. The use of mobile technology in distance education overcomes issues of inaccessibility by removing barriers, motivation is encouraged. · Identify limitations of distance education learning (Appana 2008) · Discuss how mobile learning overcomes accessibility issues (Dabagh 2005) · Argue mobile learning introduces collaboration with peers to a level that did not exist before this technology Retrieved from https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/home.action |
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4While mobile technology increases the accessibility of learning, the traditional learning skills become lost due to the reliance on mobile devices. · Identify the differences between traditional learning and modern learning in terms of learning experience. (Marra 2001) · Explain the limitations of online learning (Apanna 2008) · Identify the disadvantages of online learning institutions. Retrieved from https://www.eztalks.com/online-education/5-disadvantages-of-online-education.html |
Part 2
Technology has advanced over the years and as such the society has had to adjust to the contribution of technology in almost every aspect of life. With the presence of advanced technology in our society, there are many options that one has to choose from to earn a degree. The traditional brick and mortar classrooms may be here to stay but the technological breakthroughs have definitely introduced a new way of learning known as distance learning which has proven to be the most effective way of accessing higher education in today’s society (Lo and Hew 2017). Distance learning is intended to meet the needs of the learners to earn a degree without having to attend the physical classrooms. Virtual learning has created an avenue where the working majority can now earn a degree without changing the working schedules (Richardson et al. 2017). Besides, it is ostensible that it also does not interrupt the social organization of the life of an individual. One can easily access the virtual classrooms in the comfort of their homes. For instance, youths who have to supplement their stipends by taking up jobs can continue with their education. Fulltime mothers can also earn their degrees without sacrificing their responsibilities to the family. It is, therefore, an alternative for adults who want to continue with their education without leaving their jobs.
Leu et al. (2017) asserts that online learning is going to be around for a very long time. Distance learning is deemed to be the future of higher education due to the fact that it is not only accessible but also affordable and personalizes the needs of the learners. It is prudent to state that the world is changing curriculum developers are quickly shifting from the one size fits all approach (Dochy and Segers 2018). This is a focus that appreciates the fact that the needs of the learners may not all be aligned to their skills and as such focuses the learning process to their needs. Force feeding information is no longer a technique that is done in the learning process and as such the learners only have to choose information that suits their needs from the internet (Lockhart et al. 2017). A personalized eLearning plan helps one to identify their data footprint in the virtual system. More than 37.2% of the global working class is mobile due to the nature of their jobs and as such organizations have realized that learners need to be able to access their eLearning content with more ease (Huda et al. 2018). In light of this, content has been made more specific and concise as well as more precise to make it easier to consume. Generally distance learning not only appreciates the need for flexibility of the learners to create a more efficient means of accessibility of the content to suit the needs of the user.
References
Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal on ELearning, 7(1), 5.
Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application (pp. 68-107). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
Dochy, F., & Segers, M. (2018). Creating Impact Through Future Learning: The High Impact Learning that Lasts (HILL) Model. Routledge.
Huda, M., Maseleno, A., Atmotiyoso, P., Siregar, M., Ahmad, R., Jasmi, K., & Muhamad, N. (2018). Big data emerging technology: insights into innovative environment for online learning resources. International Journal of Emerging Technologies in Learning (iJET), 13(1), 23-36.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2017). New literacies: A dual- level theory of the changing nature of literacy, instruction, and assessment. Journal of Education, 197(2), 1-18.
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4.
Lockhart, B. J., Capurso, N. A., Chase, I., Arbuckle, M. R., Travis, M. J., Eisen, J., & Ross, D. A. (2017). The use of a small private online course to allow educators to share teaching resources across diverse sites: the future of psychiatric case conferences?. Academic Psychiatry, 41(1), 81-85.
Marra, R. M., & Jonassen, D. H. (2001). Limitations of online courses for supporting constructive learning. Quarterly Review of Distance Education, 2(4), 303-17.
Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402-417.
Vonderwell, Selma, Xin Liang, and Kay Alderman. "Asynchronous discussions and assessment in online learning." Journal of Research on Technology in Education39.3 (2007): 309- 328.