Topic: Mobile technology essay
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Exemplar_3.docxEssay topic: Educational institutions should incorporate mobile technology for the benefit of students.
Mobile technology ownership and use is widespread and has become an integral part of individuals’ social, work, family and study lives. Mobile technology is the term given to devices such as mobile phones, tablets or laptops that can be used in various places and allow access to the internet (Cambridge Dictionary, 2018). It is reported that mobile phone ownership and usage covered two thirds of the world’s population in 2017 (Kemp, 2017). Also, student enrolments in massive open online courses (MOOC) reached 58 million in 2016, providing evidence that there is a growing trend in distance education ICEF Monitor, 2017). Mobile technology is beneficial for students and should be employed extensively by educational institutions. This essay highlights the importance of mobile technology in increasing learning outcomes as a benefit for students. Accessibility of learning and learning material will be outlined, and social interaction as a way to overcome isolation will be examined. The use of mobile technology in the classroom will be discussed including the benefit of increased engagement and motivation, and the promotion of inclusive learning.
Mobile technology allows students to complete studies regardless of work and life commitments. While off-campus study is not a new concept, the number of students engaging in this mode of study has increased overtime, reaching 17% in 2014 (Grattan Institute, 2016). When including students who are engaged in multi-modal study, this percentage increased in 2016, to 27% of students accessing online material (Department of Education and Training, 2017). Additionally, more than 30% of on-campus students reported completing more than half of their study online (Grattan Institute, 2016). The accessibility mobile technology offers, allows student control over when and where they learn and access learning material (Alrasheedi & Capretz, 2015). Benefits are also experienced by students who are geographically isolated, as mobile technology enables access to mainstream education with no need to relocate (Alrasheedi & Capretz, 2015). Recent research found that 32.7% of students surveyed, with regards to usefulness of digital technology, cited flexibility of place and location and a reason for usefulness (Henderson, Selwyn, & Aston, 2017). Amongst the respondents quoted in the results, was a mother of three and a student who travels nationally and internationally for work, who utilise mobile technology for their learning (Henderson et al., 2017). Accessibility of course content and materials through mobile technology has created the opportunity for people to flexibly study while continuing with work and life obligations.
Mobile technology can support distance education students to overcome the identified challenge of isolation. Distance education students may experience a sense of isolation due to the lack of social engagement and presence (Luo, Zhang, & Qi, 2017). This isolation may be contributing to online education dropout rates (Luo et al., 2017). Furthermore, isolation may prevent students from effectively engaging with course content (Makoe, 2013). Vygotsky’s socio-cultural learning theory suggests that through social interaction, individual mental processes are formed (as cited in Makoe, 2013). The importance of social interaction to increase learning outcomes is also evident in Maslow’s hierarchy of needs theory (as cited in Luo et al., 2017). A sense of belonging to a community assists individuals in reaching esteem and self-actualization, where one’s confidence to achieve is increased (Luo et al., 2017). Mobile technology allows the use of social media to be used to enhance social interactions amongst students. The use of Facebook and Twitter, in particular, has been shown to increase learning through collaboration, networking and sharing of knowledge (Salmon, Ross, Pechenkiac, & Chase, 2015). In addition, using mobile phone messaging systems enables students to use familiar social language when discussing learning material to enhance understanding (Makoe, 2013). The use of mobile technology to engage in social interactions can create a sense of community and belonging and therefore increase learning outcomes and overcome isolation.
The use of mobile technology enhances students learning through an increase in engagement and motivation. Atas and Delialioglu (2016) use Stovall’s broad definition of engagement within their research and refer to the level of keenness of students and time spent doing activities. Traditional teaching methods, in particular lectures in higher education, are described as teacher-centred approaches, where students predominantly listen and takes notes as an instructor or lecturer presents information. There is no telling whether or not a student is engaged (Atas & Delialioglu, 2016). Question-answer systems (QAS), also referred to as classroom response systems, clickers or student response systems (SRS), allow students to interact with the teacher by answering and asking questions using a mobile device (Atas & Delialioglu, 2016; Blood & Gulchak, 2012). Blood and Gulchak (2012) argue clickers encourage critical thought and motivate students to answer questions, leading to active participation. This is confirmed by a more recent study-whereby 56.3% of students noted encouragement to answer, enhanced attention and a more interesting lesson when a QAS was used in a lecture (Atas and Delialioglu, 2016). Furthermore, after five months of using a game-based SRS in every lecture, 89% of students were continually engaged and motivated, and 57% of students were more positive about the subject (Wang, 2014). These various question-answer systems being used in educational institutions clearly provide students with an increase in engagement with, and motivation for their learning.
Educational institutions, in particular early childhood settings and primary schools, can utilise mobile technology within classrooms to enhance learning outcomes for all students. Pupils with additional needs including, autism spectrum disorder (ASD), sensory and physical impairments, such as hearing and visual, cognition and learning needs and behavioural difficulties, can benefit from the use of mobile technology. Many apps have been developed to support students to communicate, make choices, engage, and develop social skills, all of which are imperative to effective learning (Younie, Leask, & Burden, 2014). Chmiliar (2017) found that children as young as three and a half can benefit from the use of mobile technology. The study conducted on preschool children with disabilities and iPad use found that improvements in problem solving skills, recognition of shapes and colour, phonics and letter recognition, and language and communication skills were evident over a period of 21 weeks (Chmiliar, 2017). Mobile technology allowed the children in the study to learn the same content as their peers, irrespective of their learning abilities. Education is a right for every individual. The use of mobile technology is assisting in ensuring access to learning for all students as well as creating inclusive learning environments.
Despite the clear benefits for students, there does appear to be some resistance in extensively incorporating mobile technology in educational institutions. Teachers are at the forefront of implementing change in education. They will continually need to adapt learning environments to incorporate various mobile devices (Christensen & Knezek, 2017). Success of educational changes and initiatives relies on the support of faculty and resistance may be detrimental to the
implementation of such initiatives (Mitchell, Parlamis & Claiborne, 2015). Khaddage et al. (2015) listed Kim’s reasons for teacher apprehension towards “technology as student access, cost, class disruption, lack of teachers’ skills”, convincing evidence of usefulness and an absence of recommendations. In addition to these reasons O’Bannon and Thomas’ study that found the age of a teacher and number of years teaching may affect their acceptance of technology in the classroom. They found older teachers find technology challenging to implement due to difficulties in classroom use (as cited in Christensen & Knezek, 2017, p. 380). Furthermore, Mitchell et al. (2015) combined the works of Self and Schraeder, and Yukl to create four possible causes for opposition. They are “cultural assumptions and values, fears of the unknown, loss and failure, fear of disruption of interpersonal relationships and concerns about the external impact” (Mitchell et al., 2015, p. 362). There are many reasons why teachers may have reservations towards using mobile technology. However, these reasons can be used to develop specified and targeted training and development opportunities to ensure mobile technology can be well integrated into educational institutions for the benefit of students.
In conclusion, clear benefits of mobile technology have been outlined for students throughout all levels of education. The benefits discussed included, accessibility to learning for all students regardless of circumstances and an increase in social interaction and belonging for distance education students. In addition, increased levels of motivation and engagement through the use of SRS and clickers within classrooms is evident, as is the advantages of incorporating mobile technology to promote inclusive environments for children with disabilities. The mentioned benefits all contribute to students achieving learning outcomes set out by educational institutions. The use of mobile technology will continue to rise, and with it the more students wanting to access and utilise mobile technology platforms and systems for their learning. If educational institutions and their faculty ignore this ever increasing trend, students’ motivation, isolation and achievement of learning will fall. Educational institutions need to continually develop their knowledge and techniques when it comes to technology, in order to provide the best possible education for their students. Therefore, the need to integrate mobile learning and technology is imperative to the success of all stakeholders.
References
Alrasheedi, M., & Capretz, L.F. (2015). Determination of critical success factors affecting mobile learning: a meta-analysis approach. The Turkish Online Journal of Educational Technology, 14(2), 41-51. Retrieved from https://search-proquest-com.ezproxy.scu.edu.au
Atas, A.H., & Delialioglu, O. (2016). A question-answer system for mobile devices in lecture-based instruction: a qualitative analysis of student engagement and learning. Interactive Learning Environments, 26(1), 75-90. doi: 10.1080/10494820.2017.1283331
Blood, E., & Gulchak, D. (2012). Embedding “clickers” into classroom instruction: Benefits and strategies. Intervention in School and Clinic, 48(4), 246-253. doi: 10.1177/1053451212462878
Cambridge Dictionary. (2018). Mobile technology. Retrieved from https://dictionary.cambridge.org/dictionary/english/mobile-technology
Chmiliar, L. (2017). Improving learning outcomes: The ipad and preschool children with disabilities. Frontiers in Psychology 8. doi: 10.3389/fpsyg.2017.00660
Henderson, M., Selwyn, N., & Ashton, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567-1579. doi: 10.1080/03075079.2015.1007946
ICEF Monitor. (2017). Global MOOC enrolment jumped again last year. Retrieved from http://monitor.icef.com/2017/01/global-mooc-enrolment-jumped-last-year/
Kemp, S. (2017). Digital in 2017: Global overview. Retrieved from https://wearesocial.com/special-reports/digital-in-2017-global-overview
Khaddage, F., Christensen, R., Lai, W., Knezek, G., Norris, C., & Soloway, E. (2015). A model driven framework to address challenges in a mobile learning environment. Education and Information Technologies, 20(4), 625-640. doi: 10.1007/s10639-015-9400-x
Luo, N., Zhang, M., & Qi, D. (2017). Effects of different interactions on students’ sense of community in e-learning. Computer & Education, 115, 153-160. doi: 10.1016/j.compedu.2017.08.006
Makoe, M. (2013). The pedagogical suitability of using cell phones to support distance education students. In B. Tynan, J. Willems, & R. James (Eds.), Outlook and opportunities in blended and distance learning (pp. 114-128). Retrieved from http://ebookcentral.proquest.com
Mitchell, L.D., Parlamis, J.D., & Claiborne, S.A. (2015). Overcoming faculty avoidance of online education: from resistance to support to active participation. Journal of Management Education, 39(3), 350-371. doi: 10.1177/1052562914547964
Norton, A., & Cakitaki, B. (2016) Mapping Australian higher education 2016. Retrieved from https://grattan.edu.au/wp-content/uploads/2016/08/875-Mapping-Australian-Higher-Education-2016.pdf
Kuegel, C. (2014). Special education needs and technology. In Younie, S., Leask, M., & Burden, K. (Eds.), Teaching and learning with ICT in the primary school (pp. 156-162). Retrieved from https://ebookcentral-proquest-com.ezproxy.scu.edu.au/lib/scu/detail.action?docID=1783960
Salmon, G., Ross, B., Pechenkina, E., & Chase, A. (2015). The space for social media in structured online learning. Research in Learning Technology, 23. doi: 10.3402/rlt.v23.28507
Wang, A.I. (2015). The wear out effect of a game-based student response system. Computers & Education 82, 217-227. doi: 10.1016/j.compedu.2014.11.004
Assessment 3: Essay
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