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 different possible roles for a
teacher. On one hand, teachers have historically been regarded
as experts in the content they teach. A backlash
against social constructivism and weariness from pedagogical
debates could lead societies to emphasize teachers
as content experts. On the other hand, the rate of change
in content is accelerating and it is hard for teachers to
keep up. Models like "home schooling" appear to succeed
with a teacher (the parent) whose main role is emotion
and social counseling. Societies could decide to emphasize
a caring and nurturing role for teachers, instead of
emphasizing content expertise.
4.4: Distributed, Open Publishing
Today, the world market for educational textbooks and
materials is controlled by a handful of companies. Participants
in the workshop felt strongly that this domination
will unravel in the next ten years, as the Internet,
Digital Libraries and open source movements continue to
grow. Participants foresee a trend towards using open
source curricular materials, which are published by curricular
experts and recommended within online teacher
communities.
4.5: Weak Standards, Schools Struggle
Additionally, G1:1 participants expect some standards to
be available for learning devices in the future, but for
standards to be incomplete and only partially supported.
Further, they imagine that schools will still struggle to
keep up with the latest technology; they cannot expect
schools to uniformly have the latest and greatest capabilities,
nor can they expect advanced capabilities to be standardized
across settings. Clearly, G1:1 does not see a
learning technology utopia emerging by 2015.
5: PHASE 2 RESULTS: SCENARIOS
The groups considered uncertainties relating to assessment
and the role of teachers. Specifically, one group
considered teachers evolving into masters of subject matter
while going after outcomes on international comparison
assessments such as PISA, all mediated by a vast,
available repository of digital material accessible through
personal technology. In the other two cases, each group
considered teachers losing their ability to keep up with
the rapid pace of change in knowledge, and, given the
availability of digital content, chose to develop skills in
coaching and counseling to support the physical, emotional,
and social needs of students. For one group, this
was combined with a context in which PISA-like testing
of content knowledge was still the measure of success,
and in other group, they considered instead a drive toward
producing skills in teamwork, social cohesion, creativity,
and productivity to support economic growth. The
results of the considerations took the form of narratives,
and the sections below each describe a scenario and its
"news story from the future." Each story is told in the
present tense, as if we were already in 2015.
5.1: New Jobs for Old Publishers
Politicians and parents today see it as completely obvious
that the only sensible role for teachers is as content
experts. How could you possibly teach mathematics
without being an expert in mathematics? Teacher educators
have re-oriented away from culture "wars" over pedagogy
and now train teachers primarily in grade-level appropriate
content knowledge. Researchers have demonstrated
that the best route to advanced knowledge is by
pursuing a few subjects in depth first and developing
generalized collaboration and problem solving skills outside
the structure of formal schools, in sports and hobbies.
Master teachers are highly revered and paid. Social
networks of teachers and their recommendations for favorite
content are linked through digital networks.
Worldwide, PISA is now a driver of all major decisions
in educational systems. Nations spend money to optimize
their PISA scores, although not all nations seek the
same optimization. Some emphasize their standing in
International comparisons; others emphasize the equality
of opportunity they offer students-a student is just as
likely to get a high PISA score in any school in their
country.
Some trends are now mature. Distributed, open source
digital library content is abundantly available. Most
teachers have network-enabled eWhiteboards in their
classroom. Every student has sufficient personal technology
to interact with "core" digital content at home and in
the classroom, although some advanced content only
plays on some devices. Sensors and pedagogical agents
are widely deployed, but not as intelligent tutors.
The following story appeared in the Taipei Times on
June 20, 2015:
A conference aimed at retraining former workers from
the educational publishing industry drew 15,000 attendees
to Taipei this week. Attendees flocked to talks
and workshops in an effort gain an edge in their search
for jobs as content localization consultants.
"I lost my job last year in the big book collapse," said
David Copperson, "but I'm hoping to get a job with a
regional content collective back home."
In the past 2 years, all five major educational publishers
have declared bankruptcy in a tidal wave of school text
book de-adoptions. Formerly a US$100 billion industry
worldwide, the publishing industry has fallen victim to
widespread availability of superior open source content
in networked library collections. Schools have been all
too glad to repurpose the money for localization efforts.
Localization means finding the best interactive materials
in open libraries and making them fit local school needs.
"Key skills are structuring, adapting, and differentiating"
said Professor May Q Smart. "Schools that want
to increase their PISA score have found that the only
sure route is to partner teachers with deep content expertise
and resource localization consultants."
More than 60% of schools worldwide have switched over
to the "teach deep" model, which first gained steam in
Asia in late 2007. In this model, teachers use eWhiteboards
and students use personal devices to access the
best learning resources.
The model was discovered by a famous net ethnologist,
Dr. I.P. Noh. In 2011, she uncovered a worldwide network
of teachers who had quietly assembled materials
needed to regularly achieve sky high PISA scores from
open source digital libraries. The members of this
teacher network can be traced back to a small group of
master teachers-all content experts-who began rejecting
textbooks in 2007 in a quest of open, online materials
that support students in mastering deep content. Dr.
Noh found that this group regularly produced students
with high scores, regardless of socio-economic background.
The "teach deep" model rejected paper textbooks in favor
of a continually improving flow of interactive digital
learning resources. Recommender networks track what
the teachers and schools with the highest PISA scores
are using. Content localizers take over from there, helping
regional school collectives write filters to collect the
best materials, tuning them to support local teachers,
and smoothing the flow of appropriate resources into
student's Individual Educational Plans.
In the wake of the publishing collapse, political leaders
have seized the opportunity to use unneeded textbook
dollars for jobs programs, hoping that localization consultants
will hasten the spread of the teach deep model
throughout their school systems. "I've always been more
interesting in supporting teachers than selling dead
trees" said Copperson, who heads back to England on
Monday in search of a job in his new chosen profession.
A brief timeline explains how we got to this state of affairs
by June 20, 2015. First, in 2005, major publishers
began to make selective content available online. Disappointment
over comparative PISA scores lead to broad
public rejection of the "modern social constructionist
pedagogies" of the "liberal elite."
Then by 2007, Digital Libraries adopted "Creative
Commons" open source licenses and multilateral treaties
among developing countries created mega-collections of
digital educational content. Bilateral US and Taiwanese
funding led to merger of EduCities [11] and MathForum
[12] into a "Content Expert Exchange" supporting teacher
across Asia and the United States. Research demonstrated
the advantages of eWhiteboards linked to student personal
devices. A broad shift in teacher training to emphasize
deep grade-level-appropriate content knowledge began
to take hold worldwide.
In 2009, semantic web technology [13] vastly improved
searching in digital libraries. Improved tools for rapidly
adapting high quality eContent to local needs become
available. Research results began to show definitive advantages
for some resource collections combined with
some types of pedagogical scripts.
In 2011, researchers discovered "hidden schools" of master
teachers by studying the social networks of teachers
who use digital libraries. These teachers rapidly gained
fame. Sensors and social agents [14] offered a viable alternative
to the teacher as social & emotional counselor-
keeping all students motivated even with teachers who
expertise is primarily in content knowledge. A combination
of thin-client computing and standardized "players"
for personal devices (along with robust within-school
security measures) give students both the ability to (a)
interact with the standard content their teachers select in
school and (b) choose virtual reality, networked games,
and other forms of interactivity outside school, according
to their personal preferences.
Finally, by 2015 schools had decided to re-allocate
billions of dollars formerly spent on textbooks, leading
to the collapse of the publishing industry. A worldwide
market for master teachers exists; teachers who are famous
can earn mega-salaries. Master Teacher / Localization
Expert partnerships become a recognized model for
schools.d 5.2: New Tuvalu Teaching Model Succeeds
Today's newspapers focus on the drive for top rankings
in the PISA scores, but the quest for memorization and
cramming of factual knowledge that started waning in
2005 has fully given way to an emphasis on innovation
and problem solving. What's new about PISA-15 is that
students only take the exam when they are ready rather
than when scheduling is convenient, and "readiness" encompasses
psychological, social, emotional, and physical
readiness. Also PISA-15 has found a new use as a player
in knowledge evolution: PISA-15 data is used to develop
'fitness functions' [15, 16] in the evolution of knowledge
artifacts created by distributed authors.
Teachers today play a critical role as facilitators in this
otherwise self-directed learning environment. Teachers
support learning by creating conditions for successful
learning, not by knowing specialized content. Teachers
do not need to know specialized content-every student
has sufficient personal technology to interact with digital
content at home and in the classroom and the networks
support access to content. Interestingly, home-schooling
is seen as a variant of this model, as parents have emotional
and social expertise, not content expertise. Classrooms
are work rooms in which teachers coordinate the
class, form groups, and guide individual students in their
learning.
Connecting to the web offers a repository of open-source,
high-quality content that is tailored to individuals needs.
This tailoring is not done dynamically (that problem
having been long abandoned in favor of manual tailoring)
but instead, ratings and recommendation systems provide
the reach that finds the "needle in the haystack" of content
for a given individual.
The trend toward using technology to support interpersonal
relationships that young teens started in the mid-
00's has reached a point where students routinely interact
with friends, teachers, coaches, and spiritual advisors
through technology. Although fears about privacy remain,
the collection of personal data in a quest for better
learning is acceptable, growing out of the relinquishment
of private information for security purposes. This personal
data is collected from networks of sensors that are
ubiquitous and which have evolved to detect psychological
as well as medical states. At first overwhelmed by the
vast amounts of data that came in from these sensors,
now that displays have matured, societies have found that
both elder and younger care is easier.
The following story appeared in the Singapore Strait
Times in June 20, 2015:
The 2015 PISA-15 results are in and the tiny island
group nation of Tuvalu stuns the world by placing at the
top. Faced with ever-dwindling natural resources and
threatened by a rising Pacific Ocean that has already
swamped two of the original ten islands in the group,
Tuvalu has strove to develop its intellectual capital by
investing heavily in education reform, and it's obvious
that the results have paid off.
Dr. Imam Ali of the University of the Whole Pacific
claims the secret to Tuvalu's success is its early and
complete adoption of the (RTL) "Ready to Learn" program
developed by an international team in the latter
half of the last decade. After results from early tests of
this innovative curriculum showed improvements in students'
test scores, Tuvalu embraced it completely in
2010. In RTL, the work that used to be done by teachers
is split in two: psychosocial supporter and instructor.
Instructors are embodied in each student's personal JITT
(for "Just-in-time teaching") which taps vast resources
of web content to offer tailored instruction, "just in
time" for the student's needs. Emotional and social support
is provided by a human teacher who has received
extensive training in counseling, child psychology, and
social service. Now, says Dr. Ali, "teachers are recognized
for their unique role in setting up the psychosocial
conditions under which learning can occur." "In
these times of rapidly evolving technology, scientific discovery
and broadening cultural interactions, human instructors
can't possibly be expected to keep up with advances
in science, math, cultural studies, and new ways
of teaching," says Dr. Morris Day of the TIME Institute,
a principal architect of the RTL system. "Whereas the
JITT system can always keep up by leveraging the content
and best instructional practices available on the
SEOR network."
Indeed, just as important as the JITT's ability to choose
the timely and relevant content based on knowing when a
student is primed to learn is the ready availability of
that content-free of rigorous copyright protection-via
SEOR, the Standardized Educational Object Repository.
Authors of SEOR content release their rights to collect
royalties from the distribution of the content, and the
SEOR distributed ranking system ensures that the cream
rises to the top. Well-ranked authors may go on to lucrative
deals creating custom content for private institutions
and corporations. Furthermore, the SEOR ranking system
forms an integral part of a JITT's cognitive progression
logic.
"The method is dead simple," says Dr. Day. "The JITT
takes a student's current cognitive trajectory - their recent
performance, their general psychological disposition,
their current specific emotional state as estimated
through physiological measures, etc?and compares
them with a 'virtual student' of a similar trajectory.
This virtual student is a statistical entity, built up from
a database of student experience that is maintained in
parallel with SEOP. The JITT is then able to determine
which object or objects in SEOP are most likely to lead
to improved performance in the student's near future
based upon available data about the virtual student's
exposure to various learning objects and resultant assessment
performance. Later, the JITT makes a validity
estimate of this determination based on the student's
actual performance, and reports the estimate back to
SEOP, which will help other JITT's make the determination
more successfully in the future. A JITT can optimize
a student's learning experience towards any of a range
of tests, but of course, PISA-15 is the most common
nowadays."
A sparkling, sunny afternoon can be found everyday in
Tuvalu. Standing on a narrow strip of limestone that
separates the open ocean from a turquoise lagoon, Ani
Funifaa and her classmate Koloa watches those breakers
suspiciously, as if trying to gauge just how much of this
ribbon of white stone, formerly coral, is being eaten
away by the boiling surf with each successive crash.
Koloa adjusts his sunglasses as the two of them share a
view of the breakwater they are designing to help save
the atoll. The black and yellow lines of their breakwater
blueprint are superimposed in visual space over the rolling
waves. "Koloa had already started on his breakwater
design," says Ani, "when Ali [Ani's JITT] suggested
I might do it too. Actually, it suggested three or four
projects to continue my studies in ecology, but I knew
Koloa was enjoying this one very much, so I joined
him."
"The students have a wonderful time engaging in their
studies out here in the sun," says their teacher, Ms.
Tikena. "It can be a double-edged sword though-they
get more excited about and engaged in their work, but
distraction is a major factor, so I do my best to keep
them on task. There are days that a student comes in,
and I can see that fire in their eyes-they're ready for
anything, and I set them to the toughest tasks. But then
there are the times when what is really needed is quiet
review, or perhaps an informal group discussion with a
few others about problems they are facing either at home
or in their studies."
Despite the apparent success of the Ready To Learn
method, the system does have it's critics. "RTL is a just
a band-aid," says Dr. Troy Bismark of Shweppa University's
School of Education. "A desperate last ditch move
to inflate test scores, while chipping further away at
children's rights to true, professional instruction. I admit,
we've seen some turnarounds in certain underfunded
inner-city schools in the States, as well as this Tuvalu
development, but RTL utterly fails to address the real
needs." "Teachers are nothing more than overpaid
babysitters now," states Dr. Nicole Savid of Chewolla
Central University. "RTL has undercut the professionalism
of teaching, and has removed the central role of
content from the classroom. I for one plan to
homeschool my children."
The timeline leading up to this story shares much in
common with the timeline previously discussed. Two
key elements came together in 2008. First, some small
countries such as Tuvalu-rich in social capital but poor
in access to traditional academic content specialists-
decided to make a new model work. Observing the
success of home schooling in the United States, they
decided that teachers did not need to be content experts-
excellence in emotional and social support could
be coupled with tailored, high-quality materials for success.
To build this model, Governor General Safaatu
Malei announced in 2008 that 25% of all future revenues
from Tuvalu's lucrative leasing of their ".tv" internet
domain would go to education. He brought in an international
team of CSCL experts to create the model teaching
program. The second element was the creation of the
SEOR in 2009, the Standardized Educational Object Repository.
Indeed, just as important as the JITT's ability
to choose the timely and relevant content based on knowing
when a student is primed to learn is the ready availability
of that content-free of rigorous copyright protection-
via SEOR. Authors of SEOR content release their
rights to collect royalties from the distribution of the
content, and the SEOR distributed ranking system ensures
that the cream rises to the top. Well-ranked authors
may go on to lucrative deals creating custom content for
private institutions and corporations. Furthermore, the
SEOR ranking system forms an integral part of a JITT's
cognitive progression logic.
5.3: China School Gets New Glory
Politicians and parents today see it as completely obvious
that the only sensible goal for schooling is to produce
citizens who can innovate and collaborate. How
could you possibly care about the solution to a quadratic
equation when you have no job? Indeed, research has
firmly generated that the wealth of nations has little to do
with growth in PISA scores.
Schools have oriented away from PISA scores to learning
experience that prepare students to be innovative and collaborative.
It is necessary for schools to be "fun" places
where students can master 21st century skills. Collaborating
and innovating with digital content comes naturally
to students. Indeed, this year's graduating class was born
at the onset of the Internet boom (in 1997) and has experienced
access to advanced digital content for their whole
life. Schools and teachers can be certified for the quality
of the learning experience they support, based on consideration
of the social and emotional assistance they provide
to all students, peer evaluation from other like
schools, the quality of their ethics and mentoring programs,
and the demonstration of the level of innovation
and collaboration they produce.
Some trends are now mature. Students are accustomed to
the presence of sensors and agents everywhere. Further,
everyone expects gaming to be part of learning; multiplayer,
online games are part of the fabric of life. Further,
there are now many virtual communities organized
around constructing, playing, and critiquing games.
The following story appeared in the Taipei Times on
June 20, 2015:
At the New China School, the self-motivated students
here who became famous for designing, building, and
marketing world-class multi-player games for a number
of years now have something else to be proud of. Their
school has won the first ever world-wide certification in
innovation education excellence. Like its companion
9004 and 14004 standards, the ISO 15001 standard
aims to foster continuous improvement in the organizations
that adopt it. But rather than targeting management
processes, or environmental protection, the new
standard is focused on process and practices that help
students be more innovative and ready to help their
communities. "This standard defines, quantifies, and
documents processes and metrics to support learning
outcomes in ethical, environmental, and 21st century
skills" says ISO director Dr. R. Pelendra, "and to do so
through human-centered design for pervasive, embedded,
and socially relevant technology products." shifting focus
The New China School made news in 2009 by shifting
its academic focus away from traditional subjects and
teaching methods and toward factors important for
community and economic growth. "Students can learn
subject matter of all kinds in many places today - over
the Internet. Why do it in school? But learning to learn,
building your capacity to innovate, and developing emotionally
and ethically, these all require teacher/mentors
to show the way" Prof. M. Li, director at the time, explained.
The school developed its apprenticeship approach
around the very popular computer game building
club. "We didn't know at the time how successful (both
economically and learning-wise) the effort would be.
And we had to work very hard to broaden the scope so
that all our students found a suitable place in the ecosystem,"
she said. Since the inception of the program,
students at the school have been designers of games incorporating
all manner of technologies, and the games
they have produced (and played) have become favorites of
teens around the world.
Teachers at the school take their new roles very seriously.
They attend to the emotional, ethical, and cognitive
development of the students in their care, serving as
role models, mentors, and counselors. In 2008, research
carried out in Europe, Asia, and the Americas provided
hard evidence that the subject-bound learning common
throughout the 20th century was not preparing students
to succeed in today's rapidly evolving global society. At
the same time, students around the world were becoming
increasingly engaged with mobile, on-line, games - not
just playing the games, but designing, producing, and
marketing them as well. Teachers at the New China
School, noting both the intense interest and high levels
of innovation in the schools game club, conceived of the
plan to shape and support the educational value of the
endeavor. global standards effort
Their work inspired a world-wide consortium of researchers,
the Global One-on-One Working Group,
based at the National Central University of Taiwan, to
establish research-backed guidelines to help other
schools around the world follow in the footsteps of the
New China School. Taking a page from the efforts of the
International Organization for Standardization (ISO)
that drove the electronics industry to new heights of
quality, productivity, and environmental sensitivity, the
researches sought input from representatives of industries
large and small, economic and education ministers,
the World Bank and other non-governmental organizations,
and others to craft standards for the processes of
education, processes linked to economic growth and
community wellbeing. After four years of efforts, the new
ISO 15001 standard was ratified.
"We're gloriously happy to be the first school certified
to be ISO 15001 compliant" one teacher at the school
proclaimed. "We'll have the new ISO 15001 banner up
across the front door by Monday morning."
A brief timeline explains how we got to this state of affairs
by June 20, 2015. First, in 2007, "kid inventors"
and game designers began to form global entrepreneurial
communities. They were enabled by the rise of multiplayer,
online games; freely available game construction
tools; and a virtual community of practice around creating
and playing games. Their output became a US$10
billion industry by 2009.
In 2008, research demonstrated that standardized, contentfocused
tests can't predict success. A backlash ensued, as
China and other countries began to focus elsewhere. In
2009, the first Chinese school accepted work in a "game
club" as certifiable educational achievement. By 2010, a
social campaign against violence in the cultural environment
finally paid off. Violent games were marginalized
and ceased to make money. Participants in violent games
are social outcasts. Not surprisingly, girls entered the
market for games in large numbers.
A "greening of games" unfolded. Starting with traffic
cameras and other public sensors, citizens demanded and
gained access to data from publicly owned sensor systems.
Kids began to incorporate these systems into their
games. Shanghai was nominated as SimCity 2010-but
the "simulation" was enacted in the real, physical city!
There were camera dots on everything and even pets had
radio frequency identification elements. Students could
make robots and stationary agents to play roles in the
simulation.
Meanwhile, starting back in 2008, G1:1 convened an ISO
standards workshop. ISO 15001 certifies the quality of a
21st Century Skills Enhancement Process. It considers
practices, metrics and reporting, as well as the use of
sensors, visualization and data integration. This standard
was formalized in 2012 and in 2015 the New China
School became the first to be certified.
6: DISCUSSION
Our process of gathering and synthesizing the collective
expert opinion of G1:1 led to recognition of some key
trends for WMTE and CSCL. First, researchers believe
that by 2015 all students will have some form of personal
learning device. Schools will have difficulty keeping
up with the range of personal devices that students
bring to class. They will seek to use the devices that students
favor in appropriate ways, but will also provide the
teacher with some standard technology, such as electronic
whiteboards. Personal devices will have some standards
that allow the teacher and students to share their work,
but will also include non-standard features to suit student
preferences. Second, researchers believe sensors and
agents will increasingly be part of the learning environment.
Sensors will detect students' progress and provide
appropriate feedback and help to the student and teacher.
Major ethical dilemmas will emerge around the ethics of
monitoring student behavior electronically. Third, researchers
believe that content for learning will increasingly
come from collections in digital libraries and online
communities. The current roles of a small set of
authors and publishers will be challenged as it becomes
possible for many more authors to produce content and
for teachers to recommend content to each other through
the network.
These trends, however, do not point to a single certain
future. After deliberation, the experts decided that two
uncertainties will have the most impact on the future.
First, the role of the teacher is in flux. On one hand,
strong content experts will be needed to select appropriate
materials from the many possibilities available on the
network, to adapt these to local use, and to participate in
creating new, high quality materials. On the other hand,
faced with the rapidly changing nature of knowledge,
countries may opt for teachers who are experts in students'
social and emotional well-being, relying on technology-
based content to make the latest knowledge available
to students. Second, the overall goals for education
are in flux. On one hand, schools may compete to produce
easily recognized measures of success, such as
scores on international comparison tests. On the other
hand, schools may be certified for their capability to produce
students who can innovate and collaborate - qualities
that can be enhanced through good teaching, but are
not easily measured on comparative tests.
We should note that these three scenarios do not necessarily
form a complete set. In particular, the group briefly
discussed two alternative scenarios but did not have time
to complete them. In one, religious leaders take advantage
of the "Tuvalu" premises to take control of the content
that children are exposed to; they hire teachers as
social and emotional counselors to build children's character
to fit religious norms. The resulting schools are
happy places with very little intellectual freedom. In the
other, global entertainment/publishing companies take
over the schooling function, producing branded schools
(e.g., "The Disney School") that keep students happy and
use a proprietary mix of ambient and personal technology
to produce highly unique learning experiences and outcomes.
Parents choose a school for their children based
upon the actors and characters in the media whom they
most admire.
The next step in using these scenarios would be to consider
how individual research programs might fare in each
set of conditions. For example, research that aims to create
open libraries of content and recommend particular
interactive objects to students fares well under all the
scenarios. Research that focuses on building teachers'
ability to support student collaboration with wireless
mobile devices, however, is not particularly important in
the first scenario as social constructivist views have fallen
out of favor in that scenario. It is also interesting to note
that in one scenario, the major research breakthrough
comes by studying what content highly-skilled teachers
use, while in another it comes from partnering with a
small country to develop a breakthrough teaching model,
and in the third, it comes from creating a new means of
certifying the quality of schools. Technology in an enabler
in each case, but is not itself the major research
breakthrough.
Some of the key areas for future research that emerged
through this process are:
the use of sensors and ambient technology in
mobile learning,
the study of teachers' and students' social networks,
and
the role of gaming in preparing students for 21st
century skills.
From the perspective of 2015 looking back to 2005, we
might say that WMTE researchers overemphasized the
importance of new hardware form factors and social constructivism
but underemphasized the importance of new
semantic web technologies, recommender systems, open
source digital libraries for education, content localization
and adaptation tools, and the role of the teacher.
The G1:1 group looks forward to discussing these scenarios
with the WMTE community and further refining our
collective ability to make effective strategic plans to improve
learning through research.
ACKNOWLEDGMENTS
This work reports on the content of a workshop. We are
grateful for the participation and contributions of the following
people in the workshop: Mohamed Ally, Nicolas
Balacheff, Muriel Ney, William Chang, John Cherniavsky,
Ulrich Hoppe, Hiroaki Ogata, Mike Sharples,
Pierre Dillenbourg, Roy Pea, L.F. Kwok, Timothy
Koschmann, Chee-Kit Looi, Yam-San Chee, Dave Liu,
Gwo-Dong Chen, Shelley S C Young, Fu-Yun Yu, and
May Hou. This material is based in part upon work supported
by the National Science Foundation under Grant
Number #0427783. It was also supported in part by Taiwan's
National Science Council under contract
NSC2004-2524-S008-003. Any opinions, findings,
and conclusions or recommendations expressed in this
material are those of the authors and do not necessarily
reflect the views of the National Science Foundation or
the National Science Council.
REFERENCES
[1] Nielson, D. (2005). A Heritage of Innovation: SRI's
First Half Century. Menlo Park, CA: SRI International.
[2] Schoemaker, P.J.H. (1993). Multiple scenario development:
Its conceptual and behavioral basis. Strategic
Management Journal 14): 193-213/
[3] Schwartz, P. (1991). The art of the long view: Planning
for the future in an uncertain world. New York:
Doubleday.
[4] Wack, P. (1985). Scenarios: Uncharted waters ahead.
Harvard Business Review 63(5):72-79
[5] Wack, P. (1985). Scenarios: Shooting the rapids.
Harvard Business Review 63(6):139-150
[6] Wilkinson, L. (1995). How to build scenarios.
Wired 3.9:74-81
[7] Porter, M.E. (1985). Competitive advantage: Creating
and sustaining superior performance. New York:
The Free Press.
[8] Bood, R.P. and Postma, T.J.B.M. (1998), Scenario
analysis as a strategic management tool, Research report
SOM 9805, University of Groningen, Groningen
[9] Adams, R. & Wu, M. (eds.) (2002): PISA 2000
Technical Report. Organization for Economic Co-
Operation and Development.
[10] enGuage?21st Century Skills: Literacy in the Digital
Age. (2003). NCREL and the Metiri Group.
http://www.ncrel.org/engauge/skills/skills.htm
[11] Chan, T. W., Hue, C. W., Chou, C. Y., & Tzeng,
Ovid J. L. (2001). Four spaces of network learning
models. International Journal of Computers & Education,
37(2), 141-161.
[12] The Math Forum (1094-2005).
http://mathforum.org/
[13] National Research Council, Canada. Institute for
Information Technology. (2004) The Semantic Web
Laboratory. http://iit-iti.nrc-cnrc.gc.ca/projectsprojets/
sem-web-lab-web-sem_e.html
[14] Roda, C., Angehrn, A. and Nabeth, T. "Conversational
Agents for Advanced Learning: Applications
and Research. (2001). Centre for Advanced Learning
Technologies, France. Accessed in June 2005 at
http://www.calt.insead.edu/Publication/conference/20
01-botshow-
Conversational_Agents_for_Advanced_Learning-
_Applications_and_Research.pdf
[15] Mitchell, M. An Introduction to Genetic Alg o -
rithms. (1996). Cambridge, MA (US). MIT Press.
[16] Wright, S. "The roles of mutation, inbreeding,
crossbreeding and selection in evolution" (1932)
Proceedings of the VI International Congress of Genetrics:
1 pp 356-366
G1:1 Members in ChungLi ,Taiwan ? C Curtis, M., Luchini, K., Bobrowsky, W., Quintana, C., & Soloway, E. 2005, The rise of the handheld computer in schools 14 Media & Methods 41 6 Media & Methods HIGH technology & education
PERSONAL communication service systems
POCKET computers
PORTABLE computers
PERSONAL information managers Article 2005/05/May/Jun2005 This article discusses some popular uses of handheld computers in schools. Connect an attachable keyboard to the handheld and you have got the ultimate in portable word processing. Virtually any model of handheld has Microsoft Word-like capabilities and can upload text to desktop computers. True, the handheld might not have great libraries of clip art, but you do have a wide range of fonts, formatting, and a spell-checker. Many schools use the handheld for writing, revision and collaboration. Then they make use of their desktop computers to polish the final draft. Now, electronic books for handheld devices are creeping into schools. Just about any book may be purchased in a digital format. Today huge libraries of free e-books exist on the Internet. Most are what are often referred to as classics or older tomes that are great for high school students. The second aspect of reading on the handheld is to let students write their own e-book. Students can write in their books and even adjust options such as font size and color to customize their own readings. A class book can be created with each student contributing a chapter and putting it all together--complete with a table of contents hyperlinking each section.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=17539429 TY - JOUR
Accession Number: 17539429; Curtis, Mike; Source Information: May/Jun2005, Vol. 41 Issue 6, p14; Subject Term: HIGH technology & educationSubject Term: PERSONAL communication service systemsSubject Term: POCKET computersSubject Term: PORTABLE computersSubject Term: PERSONAL information managers; Number of Pages: 5/6p; Illustrations: 1c; Document Type: Article; Full Text Word Count: 609 00256897 ? 2 Deng, Y. C., Chang, S. B., Hu, M. T. & Chan, T. W. 2005c PuzzleView Activities: Encouraging Participation in Mobile Computer Support Collaborative Learning. 682-685O The 5th IEEE International Conference on Advanced Learning Technologies (ICALT) Taiwan? U Heath, B. P., Herman, R. L., Lugo, G. G., Reeves, J. H., Vetter, R. J., & Ward, C. R. 2005B Project numina: Enhancing student learning with handheld computers 46-53 Computer 38 6 COMPUTER software
COMPUTER software -- Development
COMPUTER software industry
EDUCATION
INSTRUCTIONAL systems
MOBILE communication systems
MOBILE communication systems in education Article 2005/06/ Despite the technological revolution in information access and communication, the promise of the virtual classroom remains largely unfulfilled. Existing learning systems do not provide rich data sharing and location-aware services, and multiway communication is usually limited to text. Project Numina's mobile learning environment (MLE) attempts to address these deficiencies by supporting virtual learning communities. Its modular construction and reliance on readily available commercial software should make the MLE relatively easy to implement at other institutions. Several additional software applications are under development, and future plans call for integrating the MLE more fully with core campus data services to build more useful value-added educational offerings.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=17252265 TY - JOUR
Accession Number: 17252265; Heath, Barbara P. 1 Email Address: bheath@ec.rr.comHerman, Russell L. 2 Email Address: hermanr@uncw.eduLugo, Gabriel G. 2 Email Address: lugo@uncw.eduReeves, James H. 2 Email Address: reeves@uncw.eduVetter, Ronald J. 2 Email Address: vetter@uncw.eduWard, Charles R. 2 Email Address: ward@uncw.edu; Affiliations: 1: East Main Educational Consulting 2: University of North Carolina Wilmington; Source Information: Jun2005, Vol. 38 Issue 6, p46; Subject Term: COMPUTER softwareSubject Term: COMPUTER software -- DevelopmentSubject Term: COMPUTER software industrySubject Term: EDUCATIONSubject Term: INSTRUCTIONAL systemsSubject Term: MOBILE communication systemsSubject Term: MOBILE communication systems in education; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 61 Educational Services; Number of Pages: 7p; Illustrations: 2 charts, 1 diagram; Document Type: Article 00189162 ? ( Trinder, J. J., Magill, J. V., & Roy, S. 20051 Portable assessment: towards ubiquitous education 73-789 International Journal of Electrical Engineering Education 42 1 Manchester University Press COMPUTER-assisted instruction
EDUCATIONAL technology
ELECTRIC engineering
ELECTRONICS
POCKET computers
COLLABORATIVE learning
CAA
engineering
mobile
PDA
portable
assessment Article 2005/01// This paper reports on the progress of a project conducted at the University of Glasgow to investigate the benefits of Personal Digital Assistants (PDAs) as teaching, learning and formative assessment tools and the practicalities of deploying PDAs and assessing their use. Students from both electronics and electrical engineering degree courses and from summer schools were involved. Benefits included an increase in off-campus learning opportunities, in collaborative learning and in engagement with the course material.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=16765138 TY - JOUR
Accession Number: 16765138; Trinder, J. J. 1 Email Address: j.trinder@elec.gla.ac.ukMagill, J. V. 1Roy, S. 2; Affiliations: 1: Robert Clark Centre for Technological Education, University of Glasgow, Glasgow, Scotland 2: Department of Electronics and Electrical Engineering, University of Glasgow, Scotland; Source Information: Jan2005, Vol. 42 Issue 1, p73; Subject Term: COMPUTER-assisted instructionSubject Term: EDUCATIONAL technologySubject Term: ELECTRIC engineeringSubject Term: ELECTRONICSSubject Term: POCKET computersSubject Term: COLLABORATIVE learning; Author-Supplied Keyword: CAAAuthor-Supplied Keyword: engineeringAuthor-Supplied Keyword: mobileAuthor-Supplied Keyword: PDAAuthor-Supplied Keyword: portableAuthor-Supplied Keyword: assessment; NAICS/Industry Codes: 6117 Educational Support ServicesNAICS/Industry Codes: 443112 Radio, Television, and Other Electronics Stores; Number of Pages: 6p; Document Type: Article 00207209 ? Nicholas 2005' Pocket PC Software: Wireless connection 1.z 1. Nov. 24, 2005, Nicholas is thinking about how "netfront3" can be used for "old" handhelds to be used for the 3R project ?! 2005( Pocket PC Software: Chinese or languague 1. From: CHUA Wee Ann, Chris (LSL)
Sent: Monday, November 21, 2005 10:17 AM
To: ZHANG Baohui (LST, LSL)
Subject: Discussion points last Wed
Hi Dr Zhang,
Sorry it took me a while to reply you as I was on sick leave last week. Came down with stomach flu. Well here are some discussion points that we made during our brief meeting last week:
Chinese Font System
1. Maction Monster Chinese CE http://www.mactiontech.com/download_monster_chinese.htm
2. Mobem CEStar http://www.mobem.com/products/cestar2003.php
Chinese systems require large font and system files to be loaded into main memory for proper use. Mobem CEStar should include a Chinese input system as well.
eBooks
eBook format Ext Comments eBook Creation Sample ebooks
Microsoft Reader
LIT Most commonly used ebook format with highlighting, inking and text to speech functions.
Creators are not too smart as they do not support the latest Word and HTML format such as cascading tablets etc. OverDrive Reader Works
Reader Home
CHM
CHM Another common ebook format that uses Compiled HTML which is also the format used in standard Help files. Many pocket pc readers are available Sample Tools
Adobe PDF
PDF Basic ebook with reading only. Reads any PDF files, no editing.
Microsoft Word PSW Simply drag and drop any MS Word documents to the device directorys or use the Synchronised Folder function and ActiveSync automaticallys converts DOC files to PSW files and vice versa. This process strips of most of the formatting in
MobiBook
PRC One widely accept ebook format on the internet as it supports many platforms such as Palm and PocketPC. Creation software is very user friendly and seamlessly imports Word, text and PDF files. Allows highlighting and lookup functions. MobiPocket Cre
Mobibook Mainsite
iSilo
PDB A simpler ebook reader with hyperlinking functions. Also commonly accepted on the internet. Originally meant for the Palm. iSiloX
Project Gutenberg http://www.gutenberg.org/
I'll keep you posted on any new stuff I may find.
Cheers
Chris 1.{?" > Ching, E., Chen, C. T., Chou, C. Y., Deng, Y. C. & Chan, T. W. 2005o A Pilot Study of Computer Supported Learning by Constructing Instruction Notes and Peer Expository Instruction. 63-68q Proceedings of the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years! Taiwan, T. Koschmann, D. Suthers, & T.W. Chan (Eds.) ?# 6 Stephen J. H. Yang
Norman W. Y. Shao
Addison Y. S. Sue 2005C Personalized Metadata Mechanism Applied to Adaptive Mobile Learning 168Z 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04) http://csdl2.computer.org/persagen/DLAbsToc.jsp?resourcePath=/dl/proceedings/&toc=comp/proceedings/wmte/2004/1989/00/1989toc.xml&DOI=10.1109/WMTE.2004.1281377 2005 September 10 ?$ > Ching, E., Chen, C. T., Chou, C. Y., Deng, Y. C. & Chan, T. W. 2005@ P3T: A System to Support Preparing and Performing Peer Tutoring. 768-7713 Proceedings of Artificial Intelligence in Education Amsterdam?% Embrey, Theresa A.R. 2005c Open walls to a larger world: What handheld computing can do for school libraries and media centers 56-57 Library Media Connection 23 4 Linworth Publishing, Inc. EDUCATION -- Data processing
EQUIPMENT & supplies
INSTRUCTIONAL materials centers
POCKET computers
PORTABLE computers
SCHOOL libraries Article 2005/01/( The article discusses the uses of handheld computers in school libraries and media centers. They have been used as a classroom resource by a number of innovative schools such as Illinois??District 230 in Orland Park and Michigan? West Hills Middle School in Bloomfield Hills. However, library media specialists have a larger challenge in deciding whether to use handheld computers. They have to decide whether to use wireless or not. Once a decision on whether to go wireless has been made, they then have to consider which handheld computing devices the library media center can support. Connecting to the library media center? online catalog is then made possible. Some library automation vendors such as TLC /CARL and Innovative Interfaces have products and solutions to make wireless access easier.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=16537831 TY - JOUR
Accession Number: 16537831; Embrey, Theresa A.R.; Source Information: Jan2005, Vol. 23 Issue 4, p56; Subject Term: EDUCATION -- Data processingSubject Term: EQUIPMENT & suppliesSubject Term: INSTRUCTIONAL materials centersSubject Term: POCKET computersSubject Term: PORTABLE computersSubject Term: SCHOOL libraries; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 2p; Document Type: Article 15424715 1?& Andrew A. Zucker 2005Q One-to-one computing: It not whether every student gets a computer, it when 26,36 25 15 / 1. One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...
1 of 3 12/13/2005 9:14 PM
Many of the likely benefits are
barely visible now, let alone
well documented by
high-quality research. We will
have to rely on human
judgment to make decisions
about investing in it.
Published: December 14, 2005
COMMENTARY
One-to-One Computing
It Not Whether Every Student Gets a Computer, It When
By Andrew A. Zucker
Putting personal computers into the hands of students is an idea whose time has come. All of the more
than 34,000 middle school students and teachers in Maine are given a laptop to use during the academic
year, with wireless connections to the Internet provided in each school, and the state is interested in
expanding its program to high schools. More than 20,000 Henrico County, Va., students in grades 6-12
use personal computers on loan from the district, just the way textbooks are. Interest in this innovation is
growing quickly, and Massachusetts, Michigan, New Hampshire, New Mexico, Vermont, Texas, and
hundreds of individual schools and districts across the United States are making investments in so-called
one-to-one computing.
Why are policymakers interested in one-to-one computing? One reason is
economic competitiveness. Here how former Gov. Angus S. King Jr. of
Maine, who started his state laptop program, put it: or more than 100
years, Maine has always been in the bottom third of statesn prosperity,
income, education, and opportunity for our kids. In my 30 years of
working on Maine economic issues, no idea has had as much potential for
leapfrogging the other states and putting Maine in a position of national
leadership as this oneiving our students portable, Internet-ready
computers as a basic tool for learning.?Equity concerns are another reason for policymakers?interest. Mark A. Edwards, who was the
superintendent when Henrico County began its laptop program, was concerned about the inequitable
distribution of computers and access to information among student haves and have-nots. Thousands of
students in the county who did not have easy access to computers, the World Wide Web, and a wealth of
digital resources now have such access. And because students can take the computers home, homework
assignments can take advantage of them.
Improving teaching and learning, increasing student achievement, and preparing students for the future
are other reasons cited in support of implementing one-to-one computing. Teachers in both Maine and
Henrico County, sites of the largest one-to-one computing programs in the country, are strongly in favor
of them, as are school administrators, parents, and the students themselves. This has been documented in
multiple surveys and studies by a number of different organizations. These reports, and others looking at
different one-to-one sites, suggest that students are more engaged in school, demonstrate greater
independence and more self-directed learning, and show improvement in a variety of skills, such as
writing. There also are unique benefits for students with disabilities, and as a result, special education
teachers are especially enthusiastic.
Of course, not everyone is a supporter. Critics point to the price tag. Both Maine and Henrico County,
however, have lower-than-average financial resources, and both have continued their programs for
years, long beyond the administrations that began them. Critics also claim that many teachers are not yet
ready to integrate computers into instruction, and it is true that one lesson learned about one-to-one
computing is how important it is to prepare teachers and provide them with high-quality resources and
professional development. But the same is true of any serious instructional innovation.
Evidence of student achievement gains at one-to-one sites,
as measured by test scores, is still weak. But many earlier
One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...
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rian Jensen
Educator ought to be asking
how computers will be used to
support the most important
functions of schools. No school
can afford to start an
expensive and challenging
program that is at odds with
its core mission.
studies, and meta-analyses of studies, have documented the
benefits of using computers. Moreover, the U.S. Department of Education currently is sponsoring a
large, randomized experimental study of some discrete educational software products, such as those for
instruction in beginning reading and middle school mathematics, and the results of that study will
answer questions about certain benefits that computers may offer.
As an education researcher, I am interested in good research about computers in schools. I co-direct a
project seeking to connect researchers who study one-to-one computing so that we can share findings
and avoid reinventing the wheel. But a seldom- discussed facet of the debate about cientifically based
research?is that many education innovations, by virtue of their being new, are not likely to have much
of a research base. There still a debate, for example, about what the research says about charter
schools. Indeed, when that idea was first introduced in federal legislation there was practically no
research available.
We should not expect more of research than is reasonable. In the context of one-to-one computing, we
should realize that many of the likely benefits are barely visible now, let alone well documented by
high-quality research.
Suppose, for example, textbooks stored on a disk or a USB drive could replace the contents of students?heavy, bulky backpacks. Students could mark up and interact with electronic texts without damaging
them. And their backpacks would weigh far less. A few schools and companies are beginning to
experiment along these lines. Such electronic instructional materials could incorporate animated
examples, movies, interactive tests, and links to historical documents on the Web. They also could
provide the opportunity to learn and listen to a foreign language, as well as the capacity to use scientific
probes and sensors to improve instruction.
Examples of these and other opportunities can be found in schools today, but few of them have been
sufficiently developed or in place long enough to lead to scientifically based research documenting their
benefits. Moreover, there is no well-accepted methodology that would allow us to add up a disparate set
of benefits across school subjects and apply a hypothetical cost-benefit formula to tell us whether these
benefits are worth their cost. We will simply have to rely on human judgment to make decisions about
investing in one-to-one computing. Good research can help inform those judgments, however, and I
all for that. In fact, as new one-to-one initiatives begin, more money ought to be invested in research
about them.
Improved school-home connections constitute another important benefit
of one-to-one computing programs. Virginia Henrico County, for
example, licenses K12Planet, a Web site that provides administrators,
teachers, parents, and students access to a variety of information, such as
students?homework assignments and grades. Many teachers and parents
are enthusiastic about this innovation.
Large numbers of school systems also are getting serious about
data-driven decisionmaking. The availability of useful data about students
will increase as computers become ubiquitous, and many states, such as
Oregon and Virginia, are experimenting with online or computer-based testing as well.
The picture is not all rosy. Teachers have to learn to manage a complex set of devices, which takes up
precious time, and they also must minimize the potential disruptions caused by students?use of the
computers in inappropriate ways. There are systemic ways to help teachers contend with such issues,
including the avoidance of ukebox?software and the creation of codes of conduct for students and
parents to sign. Another problem arises if teachers rely on the computers for classroom instruction but
find that some students have not brought their computer to class. This is a problem not entirely different
from students?forgetting textbooks or other materials. Computer batteries also are not as good as we
like, so ways must be found to charge them at school. No instructional innovation is without its
difficulties, and one-to-one computing is not an exception.
Still, these are manageable problems. The most serious criticism leveled at one-to-one computing
One-to-One Computing http://www.edweek.org/ew/articles/2005/12/14/15zucker.h25.html?ral...
3 of 3 12/13/2005 9:14 PM
programs is that they are add-ons distracting people from what is important in schools. The research
literature provides some examples, such as sites where teachers complain that insufficient effort has
been made to provide them with high-quality digital resources for instruction. Teachers should not be
left on their own to find or develop these materials, classroom by classroom, and resource by resource.
Fortunately, such examples seem to be the exception and not the rule. And guides are beginning to be
made available to help schools implement one-to-one computing effectively. One, for example, has been
published by the Northeast and the Islands Regional Technology in Education Consortium.
Places that adopt one-to-one computing ought to be asking how computers will be used to support the
most important functions of schools, because no school can afford to start an expensive and challenging
program that is at odds with its core mission. But that is not what is being reported at the nation two
largest sites of one-to-one computing. To the contrary, there is evidence there that one-to-one programs
are helping schools achieve more.
One thing is certain: The price of technology will continue to drop. Hand-held computers, graphing
calculators, and laptops are becoming more sophisticated, cheaper, and smaller. At the Massachusetts
Institute of Technology, one visionary has unveiled a $100 laptop for students in developing nations.
We may not be able to predict what the common electronic devices used in schools will look like in five
or 10 years. But it is no longer a question of whether every student in our schools will have a powerful
computing device to use. The question is when. Will we be prepared to make good use of these devices?
Andrew A. Zucker is a senior research scientist at the Concord Consortium, in Concord, Mass. He
co-directs the Ubiquitous Computing Evaluation Consortium (ubiqcomputing.org, funded by a National
Science Foundation grant), and is the author of The Virtual High School: Teaching Generation V,
published by Teachers College Press.
Vol. 25, Issue 15, Pages 26,36
espite Allure, Using Digital Games for Learning Seen as No Easy Task,?November 2, 2005.
homas Edison Crystal Ball,?October 26, 2005.
omney Pushes Plans for Merit Pay, Laptop Computers,?October 19, 2005.
omework Online,?August 31, 2005.
onnecticut Governor Seeks Laptops for English Classes,?February 23, 2005.
d. Tech. Plan Is Focused on Broad Themes,?January 12, 2005.
aptops for All Doesn't Mean They're Always Used,?June 7, 2000.
For background, previous stories, and Web links, read Technology in Education.
Learn more about the U.S. Department of Education's National Education Technology Plan and the
steps being taken to implement it.
Visit K12 Planet, which provides administrators, teachers, parents, and students online access to information about
Virginia's Henrico County schools.
One-To-One Computing: Lessons Learned and Pitfalls to Avoid, a Sept. 1, 2004, article from EdWorld
describes additional pros and cons of one-to-one computing in the classroom.
The Northeast and the Islands Regional Technology in Education Consortium (NEIRTEC) offers tools
and guides related to technology in education, including the paper, "Lessons Learned About Providing
Laptops for All Students".
?2005 Editorial Projects in Education December 14 1. ecopy forwarded by Jeremy
From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of Jeremy Roschelle
Sent: Wednesday, December 14, 2005 1:19 PM
To: discussion@g1to1.org
Subject: andy zucker beat us to Ed Week
Andy captured the back page of Education Week with this commentary. Not
as important as G1:1's commentary, I daresay...
--
jeremy
Jeremy Roschelle
SRI International
333 Ravenswood Ave, BN-376
Menlo Park CA 94025
phone: 650 859-3049
fax: 650 859-4605?' Mohnsen, B. 2005G Notebooks, handhelds, and software in physical education (grades 5 - 8) 18-21& Teaching Elementary Physical Education 16 5 Human Kinetics Publishers, Inc. COMPUTER software
EDUCATIONAL technology
INSTRUCTIONAL systems
LAPTOP computers
PHYSICAL education & training
PHYSICAL education teachers
TEACHERS
COMPUTER systems Article 2005/09/ This article focuses on the use of computers and software in physical education grades five through eight. Here, the author used technology to facilitate learning of specific movement concepts. This article presents authentic scenarios to justify the inclusion of software, designed by a physical educator, for physical educators.
INSETS: How to Use Computers in Physical Education; Software Aligned to Standards.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=18344115I TY - JOUR
Accession Number: 18344115; Mohnsen, Bonnie; Source Information: Sep2005, Vol. 16 Issue 5, p18; Subject Term: COMPUTER softwareSubject Term: EDUCATIONAL technologySubject Term: INSTRUCTIONAL systemsSubject Term: LAPTOP computersSubject Term: PHYSICAL education & trainingSubject Term: PHYSICAL education teachersSubject Term: TEACHERSSubject Term: COMPUTER systems; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 6117 Educational Support ServicesNAICS/Industry Codes: 61162 Sports and Recreation Instruction; Number of Pages: 4p; Document Type: Article 10454853 D?( Reporter 2005 Negroponte touts $100 laptop New York Times
January 319 http://www.nytimes.com/2005/01/31/technology/31newcon.htm NEGROPONTE TOUTS $100 LAPTOP
MIT Media Lab chief Nicholas Negroponte was prowling the halls of last week's World Economic Forum in Davos, Switzerland, showing off his latest inspiration -- a mock-up of a $100 laptop computer. Negroponte's device, which runs on free Linux software, derives much of its affordability through an innovative idea for lowering the cost of its display to a reasonable $25 or less. The tentlike pop-up display uses technology now found in rear-projection televisions in conjunction with an LED light source. Negroponte says he's already received initial backing from Advanced Micro Devices and is in discussions with Google, Motorola, News Corp. and Samsung for support. Meanwhile, Advanced Micro CEO Hector de J. Ruiz brought his own low-cost concept computer to the meeting -- the $185 Personal Internet Communicator, which features a stripped down version of Windows and comes sans monitor or fan. Both men see the low-cost computer as the answer to developing countries' increasing demand for technology, and Negroponte says he's confident his laptop could find a ready market as early as 2006. "China is important because there are 220 million students," he notes. (New York Times 31 Jan 2005) 2005
January 31 ?) $ Sang Hyun Kim
Kerry Holmes
Clif Mims 2005j Mobile Wireless Technology Use and Implementation: Opening a Dialogue on the New Technologies in Education 54-64
TechTrends 49 3 ?*
Jill Attewell 2005S Mobile technologies and learning: A technology update and mlearning project summary London& Learning and Skills Development Agency ?+ Philippe Greenspun 2005 Mobile phone as home computer Author SeptemberB http://philip.greenspun.com/business/mobile-phone-as-home-computer) What would you call a device that has a screen, a keyboard, storage for personal information such as contacts, email, documents, the ability to play audio and video files, some games, a spreadsheet program, and a communications capability? Sound like a personal computer? How about "mobile phone"? 2005 November 29 ?, Empowering Technologies Inc., 2005 Mobile learning era Author April 50 http://www.empoweringtechnologies.net/mobile.htm 2005 April 5 ?-
ABI Research, 2005% Mobile Devices Market Update: 1Q 2005 Author MarchQ http://www.abiresearch.com/products/market_update/Mobile_Devices_Market_Update/51 2005 March 31 f?. 7 Maria Uther
Iraide Zipetria
James Uther
Pshpendra Singh 2005v Mobile adaptive CALL(MAC): A case study in developing a mobile learning application for speech/audio language training 187 - 1914 Wireless and Mobile Technologies in Education (IEEE). Hiroaki Ogata
Mike Sharples
Kinshuk
Yoneo Yano Tokushima, Japan IEEE Computer Society ?/ Russell Beattie 2005( Microsoft's consumer electronics endgame Author January 83 http://www.russellbeattie.com/notebook/1008231.html Posted on Saturday, January 8, 2005 08:12:00 PM
Ever play a game of chess and your opponent makes a move and you realize the game is over? Nothing dramatic like taking your queen, just a simple strategic move where, after you look at it for a second you think "oh-oh," and from that moment on you're basically just looking for your opponent to make a mistake because otherwise they're obviously going to win.
Well, I've been watching Microsoft's moves over the past few weeks and I can pretty much say that it's game over for a lot of Microsoft competitors, though they may not realize it yet. To me the decisive move was their MSN Video announcement which included deals with MTV as well as TiVo to make sure that TiVo To Go recordings play on Microsoft Mobile devices. That's when I saw the big picture: Microsoft's DRM strategy and Windows Media WMA codec are going to allow them to have a massive advantage in the consumer electronics market, which includes everything from MP3 players, to mobile phones to your set-top box, to a host of other converged devices.
Obviously, I'm mostly concerned about the mobile phone market, so it's come as a real shock to me the integration and forsight that Microsoft has applied to this area when it comes to music and video. Very soon anything you're able to record on your TiVo will be playable on your Windows Mobile device, the new MSN Video Downloads service (among others) will allow you to see television and movies, and the variety of integrated music stores will allow you to buy and play music. There's no competitor to this breadth of mobile media offerings right now or that I can see in the near future.
It doesn't matter that Microsoft doesn't lead in music downloads right now, though if you combined all the different WMA music stores, it might come close to Apple's iTunes. What's important is that Microsoft *owns* the alternative to Apple and is already branching out to areas like movies and home-recorded content. It's amazing to see history repeating itself, no? Apple lost the PC desktop because it refused to license its Graphical User Interface and now they're going to lose the Consumer Electronics market because they've failed to license their FairPlay DRM technology.
Everyone was laughing at Bill Gates' gaffs this week at the CES. The bluescreen of death, etc. But did you *see* what they were showing off? They have set top boxes, mobile phones, PDAs, portable video players, game consoles and more all running Microsoft software, and most importantly, all supporting the same Windows Media codec and DRM. The final piece of the puzzle was the TiVo To Go announcement. Now it's not just content you buy, it's your personal content as well.
It was when I bought my Creative Labs MuVo 100 that I realized how far Microsoft has gone to penetrate the CE market. I've been hearing about WMA being pushed on a bunch of platforms including even the new HD disc formats, but it wasn't until I was shopping for an audio player that I grokked what was going on. Every audio player (besides the Apple iPod), no matter how inexpensive - supported WMA. I was outside the Microsoft Media ecosystem until just recently. I own a TiVo as my PVR, a Nokia as my smart phone and a iPod as my music player. I did, however, like 98% of the population use a Windows PC. But then I needed a new music player for myself and chose a WMA device because it was inexpensive. Now suddenly I find myself downloading the Windows Media Player 10 and checking out the content on the MSN Music Store and realize, "Hey, that's not a bad looking site." Then I notice all the other sites that use Windows Media including CinemaNow, Napster, MusicNow, MLB, Atom Films and Wal-Mart Music.
Sure, some of those sites support Real's encodings. And some sites have their own encoding like Audible, which only work on a subset of devices. And some players support more than just WMA. And there's new specs coming out all the time like OMA's recent DRM 2.0 announcement which is supported by big players like Vodafone. But none of these guys are *working together*! The TiVos of the world aren't talking to the iTunes which don't talk to the Nokias which may not talk to the Vodafones. But the WMA devices of the world do talk to each other, and all of them rely on Microsoft providing the middleware to work together seamlessly. See it now?
We're already starting to see the synergistic effects of this process. In addition to TiVo capitulating to the Borg, Cingular just announced more Microsoft SmartPhones in addition to their Audiovox SMT5600 model, and even before that, AT&T Wireless had online music store (powered by Loudeye, which uses WMA as their DRM), which of course only works on Windows Mobile phones.
Motorola, Samsung and others have Windows Mobile devices, so they get to play in this sandbox. But if you're Nokia which has based its smart phone around an alternative OS, how do you compete with this? The answer is "you don't" you just end up licensing WMA like Real did so at least you're not on the outside. Sony Ericsson could try to make a play to control the DRM space using Sony's Magic Gate DRM. Or maybe all these players could hope that the various DRM Standards bodies come up with some sort of universal DRM interop spec that everyone adopts to save them. Or they could try to do what Real is doing with their Harmony tech and re-encode everything into device-supported formats - the problem with this is that re-encoding sucks, not only do you lose quality, but companies like Apple can just flip some switches and turn off iTunes compatibility.
So while all these competitors mess around with alternatives specs, Microsoft is going to blanket the Earth with PlaysForSure devices.
Say you're technologically agnostic (i.e. a "dumb consumer"). First, you immediately notice the Microsoft logo on any consumer product you're about to buy and since you have a Windows PC at home, you immediately think "ooh, good that'll work." Now you bring it home - maybe it's an music player or a video player or what have you. As soon as you grok that PlaysForSure logo, the *next* consumer device you buy for yourself or friends or family, is going to have that logo on it as well, just to make sure. The first time you buy a device that's outside the WMA world, you will do nothing but bitch about it to all your friends. As soon as you buy something which does allow you to move content around, you'll proudly *show* all your friends, "Hey look, here's last night's 24, on my phone!" It's a classic vicious or virtuous cycle. As consumers get more intwined with Microsoft DRM content, they will start to migrate towards more Microsoft OS devices: set-top boxes, smart phones, video gadgets, etc. Just like in the PC world, Microsoft will sit back and collect royalties on all this software, while the device manufacturers compete tooth and nail and survive on insanely-low margins.
Okay, now that I've raised the alarm, what is there to do? Well, first there needs to be a competing consortium of device manufacturers lead by Apple. Apple needs to license FairPlay soon and as widely as possible. If they're going to be a leader in the consumer electronics space not just in music players, they're going to need to buddy up. The first step with Motorola was a good one. Now reach out to the TiVos and Nokias and Samsungs and start creating an alternative DRM ecosystem immediately. Otherwise, I'm afraid the only other option is to become a ever-smaller niche player or generic device manufacturer. Really, what's the difference between a Nokia and a Samsung if they're both running Windows Mobile?
This solution, however, I doubt is going to happen. And if I can't start easily playing my personal media on my mobile phone pretty damn quick, it looks like I might actually be buying a Microsoft handset soon myself. Can you imagine?
-Russ 2005
January 31
?0 6 Le Ber, J., Lombardo, N., Bramble, J., & Lovett, D. G. 2005F Medical students find power in their palm: PDAs in a clinical rotation 91-1004 Journal of Electronic Resources in Medical Libraries 2 2 Haworth Press, Inc. MEDICAL colleges
MEDICAL librarians
MEDICAL libraries
MEDICAL students
POCKET computers
Curricula
handheld computers
mobile technology
health sciences libraries
clinical rotation
medical school curriculum
Palm Tungsten C
PDAs Article 2005 Librarians partnered with School of Medicine faculty to integrate the use of handheld devices into a third-year course. This was an excellent opportunity for the library to integrate emerging technologies into the curriculum. The course planning team met regularly for three months to design the lessons. Using a list of criteria for selecting a device, the team chose the Palm Tungsten C and obtained funding for the project. Technical issues needed to be resolved before the first clinical rotation. In addition, course content was developed, faculty trained, course implemented, and challenges met. Student surveys and faculty interviews indicated that students perceived the course as worthwhile.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=17860180 TY - JOUR
Accession Number: 17860180; Le Ber, Jeanne 1 Email Address: jeannele@lib.med.utah.eduLombardo, Nancy 2 Email Address: nancyl@lib.med.utah.eduBramble, John 3 Email Address: jbramble@lib.med.utah.eduLovett, Deborah G. Email Address: dlovett@psu.edu; Affiliations: 1: Education Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890 2: Systems Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890 3: Outreach Librarian, Spencer S. Eccles Health Sciences Library, University of Utah, 10 North 1900 East, Salt Lake City, UT 84112-5890; Source Information: 2005, Vol. 2 Issue 2, p91; Subject Term: MEDICAL collegesSubject Term: MEDICAL librariansSubject Term: MEDICAL librariesSubject Term: MEDICAL studentsSubject Term: POCKET computers; Subject Term: Curricula; Author-Supplied Keyword: handheld computersAuthor-Supplied Keyword: mobile technologyAuthor-Supplied Keyword: health sciences librariesAuthor-Supplied Keyword: clinical rotationAuthor-Supplied Keyword: medical school curriculumAuthor-Supplied Keyword: Palm Tungsten CAuthor-Supplied Keyword: PDAs; Number of Pages: 10p; DOI: 10.1300/J383v02n02_09; Document Type: Article 15424065Z?1 . Cheng, H., Chang, B., Deng, Y. C. & Chan T. W. 2005^ MatrixDesks: Interactive Computing Desks toward One-on-Two Educational Computing Environments. 48-52q Proceedings of the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years! Taiwan, T. Koschmann, D. Suthers, & T.W. Chan (Eds.) ?2 Tom Brown 2005 List of websites of handheld use From: Dr Tom Brown [mailto:tom.brown@up.ac.za]
Sent: Thursday, December 08, 2005 9:04 PM
To: ZHANG Baohui (LST, LSL)
Cc: discussion@g1to1.org
Subject: Re: G1:1 action items
Dear BaoHui
The attached list of websites might be useful for the literature review.
Best wishes with this big but important task!
Regards
Tom
M-learning related sites:
http://learning.ericsson.net/mlearning2/
http://learning.ericsson.net/mlearning2/project_one/book.html
http://www.ambientlearning.net/ambient/Home.asp
http://www.w2forum.com/
http://www.wirelesseducator.com/
http://www.smartmobs.com/index.html
http://www.mobilearn.org/
http://cc.oulu.fi/~jlaru/mlearning/
http://www.pjb.co.uk/m-learning.htm
http://www.k12handhelds.com/book
http://www.lsda.org.uk/home.asp
http://www.learningcircuits.org/2003/sep2003/singh.htm
http://www.wrhambrecht.com/inst/research/nltr/issue002010/index.html
Distance Education and other sites:
http://www.distance-educator.com
http://www.icde.org/
http://www-icdl.open.ac.uk/
http://www.africaodl.org/frontend/default.asp
http://www.saide.org.za/Frontend/
http://www.e-learningcentre.co.uk/
http://bokcenter.fas.harvard.edu/docs.html
http://wbweb4.worldbank.org/DistEd/
http://coe.sdsu.edu/eet/
http://www.ieee-virtual-museum.org/exhibit/exhibit.php?id=159249&lid=1
http://www.ncrtec.org/capacity/profile/profwww.htm
http://web.mit.edu/tll/
http://www.flexiblelearning.net.au/toolbox/
http://www.linezine.com
D?3 ? Andreas Holzinger
Alexander Nischelwitzer
Matthias Meisenberger 2005: Lifelong-learning support by m-learning: Example scenarios E-learn Magazine November 15 It is often emphasized, that the main advantage of e-learning is independence of both location and time. However, in traditional e-learning the minimum requirement is still a personal computer (PC)onsequently an absolute independence in location is not provided. These independencies are still not fulfilled with the use of notebooks because a real independency in location depends on the rapid advancement and affordability of the necessary technology. This problem could be solved by using highly mobile and available devices Such as mobile phones. For example, the market saturation of mobile phones in Austria is currently at a level of 81 percent and the numbers are still increasing. Since the majority of students at both secondary schools and universities have a mobile phone at hand most of the time, mobile learning (m-learning) could be an important instrument for assisting learning in future.
"Successful technologies are those that are in harmony with end-users' needs."
en Shneiderman (2002)
IntA http://www.elearnmag.org/subpage.cfm?section=research&article=6-1 2005
December 1 ?4
Sharples, M. 2005B Learning As Conversation: Transforming Education in the Mobile Age 147-152N Proceedings of Conference on Seeing, Understanding, Learning in the Mobile Age Budapest, HungaryU?5 k Nicholas Negroponte 2005 $100 laptopsU 1. http://laptop.media.mit.edu/
Please note that the $100 laptopsot yet in productionill not be available for sale. The laptops will only be distributed to schools directly through large government initiatives.
The MIT Media Lab has launched a new research initiative to develop a $100 laptop technology that could revolutionize how we educate the world's children. To achieve this goal, a new, non-profit association, One Laptop per Child (OLPC), has been created. The initiative was first announced by Nicholas Negroponte, Lab chairman and co-founder, at the World Economic Forum at Davos, Switzerland in January 2005.
2. Principals
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Nicholas Negroponte
Mary Lou Jepsen
Walter Bender
Michael Bletsas
V. Michael Bove, Jr.
David Cavallo
Benjamin Mako Hill
Joseph Jacobson
Alan Kay
Tod Machover
Seymour Papert
Mitchel Resnick
Ted Selker
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Nicholas Negroponte
Chairman, One Laptop per Child
Chairman, MIT Media Laboratory
Jerome B. Wiesner Professor of Media Technology, MIT
Nicholas Negroponte is chairman and co-founder of the MIT Media Laboratory and Wiesner Professor of Media Technology. Negroponte, who studied at MIT, has been an MIT faculty member since 1966. He was the founder of MIT's pioneering Architecture Machine Group, a combination lab and think tank responsible for many radically new approaches to the human-computer interface. In 1995, he published the New York Times bestseller Being Digital, which has been translated into over 40 languages. In the private sector, Negroponte serves on the board of directors for Motorola, Inc., and as a special general partner in a venture capital firm focusing on technologies for information and entertainment. He was a founder of WiReD magazine and has been an "angel investor" for over 40 start-ups, including three in China. Negroponte helped to establish, and serves as chairman of, the 2B1 Foundation, an organization dedicated to bringing computer access to children in the most remote and poorest parts of the world. He is chairman of One Laptop per Child (OLPC), a non-profit organization created by faculty members from the MIT Media Lab to design, manufacture, and distribute the $100 Laptop.
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Mary Lou Jepsen
CTO, One Laptop per Child
Mary Lou Jepsen has been has been a pioneer in developing display technologiesrom flat-panel televisions, to holography, to laser displays and day-lighting. For the last decades she has focused on bringing liquid-crystal-on-silicon (LCOS) technology to maturity. She was most recently director of technology development in Intel's Display Division. Previously, she co-founded the MicroDisplay Corporation and served as its chief technology officer. Jepsen's principal technical contributions to LCOS are in liquid crystal mode development, LCOS panel drive scheme design, and head-mounted-display and optical engine architectural design. Her recent emphasis has been on single-panel LCOS systems, and her leadership in this area has brought her worldwide recognition as a top innovator in the industry. Jepsen also contributed to several breakthroughs in diffractive optics and holographic display technology, including building the world's first holographic video system (at MIT's Media Lab), and the largest hologram in the world, one that spanned a city block (in Cologne). Her PhD work combined rigorous theoretical coupled-wave analysis with lab work, in which she created large-scale, embossed, surface-relief diffraction gratings with liquid-crystal-filled grooves. Jepsen holds a PhD in optics, a BS in electrical engineering, and a BA in studio art, all from Brown University. She also holds an MS from MIT, where she studied in the Media Lab's Spatial Imaging group.
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Walter Bender
Executive Director, MIT Media Laboratory
Walter Bender is executive director of the MIT Media Laboratory and director of the Lab's Electronic Publishing group. After receiving his BA from Harvard University, he joined the Architecture Machine Group at MIT, and received his MS from MIT. A founding member of the Media Laboratory, Bender studies new information technologies, particularly those that affect people directly; much of this research addresses the idea of building upon the interactive styles associated with existing media and extending them into domains where a computer is incorporated into the interaction. He has participated in much of the pioneering research in the field of electronic publishing and personalized, interactive multimedia.
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Michail Bletsas
Director of Computing, MIT Media Laboratory
Michail Bletsas, a research scientist and director of computing at the MIT Media Laboratory, designed and deployed most of the Internet network infrastructure systems at the Lab. Currently, he is experimenting with wireless networks that are implemented using off-the-shelf, low-cost components to provide broadband Internet access to underserved areas. Before joining the Media Lab, he was a systems engineer at Aware, Inc., where he designed and wrote high-performance software libraries for Intel's distributed-memory parallel supercomputers, and was involved in the development of one of the first ADSL Internet-access test beds. He holds a diploma in electrical engineering from Aristotle University of Thessaloniki, Greece and an MS in computer engineering from Boston University.
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V. Michael Bove, Jr.
Director, Consumer Electronics Laboratory, MIT Media Laboratory
V. Michael Bove, Jr. heads both the Media Lab's Consumer Electronics Laboratory (CELab) and Object-Based Media research group. He is the author or co-author of over 50 journal and conference papers on digital television systems, video processing hardware/software design, multimedia, scene modeling, visual display technologies, and optics. He holds patents on inventions relating to video recording, hardcopy, interactive television, and medical imaging. Bove is on the board of editors of the Journal of the Society of Motion Picture and Television Engineers, and associate editor of Optical Engineering. In 2002 he was named a Fellow of the International Society for Optical Engineering. He is serving as general chair of the 2006 IEEE Consumer Communications and Networking Conference, and was a founder of and technical advisor to WatchPoint Media, Inc. (now a part of GoldPocket Interactive). Bove holds a BS in electrical engineering, an MS in visual studies, and a PhD in media technology, all from MIT.
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David Cavallo
Research Scientist, MIT Media Laboratory
David Cavallo is the co-head of the Lab's Future of Learning group, which focuses on the design and implementation of new learning environments and on the design of new technologies that will change the way we think about "learning" and "school." Prior to joining the Media Lab, he led the design and implementation of medical informatics at Harvard University Health Services, was a software engineer at Digital Equipment Corporation's Artificial Intelligence Technology Center, founded and led the Advanced Technology group for Digital's Latin American and Caribbean region, and designed and built numerous knowledge-based systems for industry, most notably a set of intelligent micro worlds for training air traffic controllers. Cavallo has advised numerous heads of state and ministries of education on the adoption of advanced technologies for learning and the reform of educational institutions. He received his BS in computer science from Rutgers University, and MS and PhD in media arts and sciences from MIT.
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Benjamin Mako Hill
Research Assistant, MIT Media Laboratory
Benjamin Mako Hill has worked for more than a decade on Free and Open Source Software (FOSS) projects. He is a developer and leading member of the Debian Project and a member of the founding development team for the Ubuntu projectn initiative that created a complete, Linux-based operating system that is freely available with both community and professional support. He also focused on building and sustaining the Ubuntu community during its first year. Since then, Hill has worked as a consultant on issues of FOSS development and project management, and for Canonical Ltd. He has published a book and numerous articles on FOSS, and is a frequent speaker at FOSS conferences globally. Hill, who holds a BA from Hampshire College, is currently a research assistant in the Electronic Publishing group at the MIT Media Lab.
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Joseph Jacobson
Associate Professor of Media Arts and Sciences, MIT Media Laboratory
Joseph Jacobson, head of the Media Lab's Molecular Machines research group, is working to reinvent microelectronics by developing processes for directly and continuously printing communication, computation, and displays onto arbitrary substrates. He received a PhD in physics from MIT and was a postdoctoral fellow in physics at Stanford. As a graduate student researching femtosecond lasers, he set the record for the shortest pulse ever generated by a laser (in optical cycles). His postdoctoral work in nonlinear-nonlocal quantum systems was published in the Physical Review and was written up in the New York Times, New Scientist and Physics Today. Jacobson is the author of more than 40 peer-reviewed journal and conference papers and holds several patents and patent pendings in display technology and printed electronics. A technical founder of E Ink Corporation, he received a 2001 Discover magazine award for technological innovation, and in 1999 he was named as one of Technology Review magazine's 100 most influential innovators under the age of 35 for his work on "microsphere" technologyesearch that has led to the development of "e-ink" and technologies for electronic books.
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Alan Kay
Alan Kay is known for his early work on object-oriented programming and user-interface design. At the University of Utah, he worked with Ivan Sutherland on pioneering graphics applications, including Sketchpad, an early computer graphics program. Later, at Xerox PARC, he was one of the key developers of prototypes for networked workstations using Smalltalk, the first fully dynamic, object-oriented programming language; this work influenced the user interface and programming of modern desktop computers, beginning with the Apple Macintosh. He created the Dynabook, which defined the basics of the laptop and tablet computer, and is also considered by some as the architect of the modern windowing graphical user interface (GUI). After Xerox PARC, Kay worked at Atari, was a fellow at Apple Computer (where he collaborated with many others to start the open-source, dynamic media software Squeak), was a Disney fellow at Walt Disney Imagineering, worked with a team at Applied Minds, and was a senior fellow at Hewlett-Packard. More recently, he and others began the Croquet project, which seeks to offer an open-source, networked 3-D environment for collaborative work. Kay earned a BS in mathematics and molecular biology from the University of Colorado, and an MS and PhD in computer science from the University of Utah.
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Tod Machover
Professor of Music and Media, MIT Media Laboratory
Tod Machover is head of the Media Lab's Hyperinstruments/Opera of the Future group. An influential composer, he has been praised for creating music that breaks traditional artistic and cultural boundaries; his music has been performed and commissioned by some of the world's most important performers and ensembles. In 1995, he received a "Chevalier de l'Ordre des Arts et des Lettres," one of France's highest cultural honors, and in 1998 he was awarded the first DigiGlobe Prize from the German government. He has composed five operas and is the inventor of Hyperinstruments, a technology that uses smart computers to augment virtuosity. Hyperinstruments have been used by performers such as Yo-Yo Ma, Prince, and Peter Gabriel. Machover is also the creator of the Toy Symphony, an international music performance and education project. His research group is currently examining ways to use music in therapy for emotionally and physically challenged individuals. Machover was formerly director of musical research at Pierre Boulez's IRCAM institute in Paris. He received both his BA and MA from the Juilliard School in New York.
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Seymour Papert
Professor of Education and Media Technology, Emeritus, MIT Media Laboratory
A mathematician by training, Seymour Papert was one of the early pioneers of artificial intelligence. He is also internationally recognized as the seminal thinker regarding computers and pedagogy for children. His collaboration with Jean Piaget at the University of Geneva led him to consider using mathematics to help understand how children can learn and think. In the early 1960s, Papert came to MIT, where, with Marvin Minsky, he founded the Artificial Intelligence Lab and co-authored their seminal work Perceptrons. With former Governor of Maine Angus King, he worked on the Maine Learning Technology Initiative, a program that provided a laptop for every middle-school student in Maine. He is the author of Mindstorms: Children, Computers, and Powerful Ideas; The Children's Machine: Rethinking School in the Age of the Computer; and The Connected Family: Bridging the Digital Generation Gap. He has also written numerous articles about mathematics, artificial intelligence, education, learning, and thinking. Born and educated in South Africa, Papert was an active participant in the anti-apartheid movement.
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Mitchel Resnick
LEGO Papert Professor of Learning Research, MIT Media Laboratory
Mitchel Resnick explores how new technologies can help people (especially children) learn new things in new ways. His Lifelong Kindergarten research group at the MIT Media Lab has developed a variety of educational tools, including the "programmable bricks" that were the basis for the award-winning LEGO MindStorms robotics construction kit. Resnick co-founded the Computer Clubhouse project, an international network of after-school centers where youth from low-income communities learn to express themselves creatively with new technologies. Resnick's group recently developed a new programming language, "Scratch," which makes it easier for kids to create their own animated stories, video games, and interactive art. Resnick earned a BS in physics from Princeton, and an MS and PhD in computer science from MIT. Before pursuing his graduate degrees, he worked for five years as a science and technology journalist for Business Week magazine. He is the author or co-author of several books, including Turtles, Termites, and Traffic Jams.
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Ted Selker
Benesse Career Development Professor of Media Arts and Sciences, MIT Media Laboratory
Ted Selker directs the MIT Media Lab's Context-Aware Computing group, and the Lab's Counter Intelligence/Design Intelligence special interest group, focused on domestic and product design of the future. He is also the MIT director of the Caltech/MIT Voting Technology Project. His work seeks to demonstrate that people's intentions can be recognized and respected by the things we design, and he uses technology-rich platforms, such as kitchens, to examine this premise. For the Caltech/MIT voting technology project, Selker is building and testing technology for improving security and accuracy in voting. Before coming to MIT, he was an IBM fellow and directed IBM's User Systems Ergonomics Research Lab. He has served as a consulting professor at Stanford University, taught at Hampshire College, the University of Massachusetts at Amherst, and Brown University, and worked at Xerox PARC and Atari Research Labs. Selker's research has contributed to products ranging from notebook computers to operating systems; his work has resulted in many products (such as the TrackPoint in-keyboard pointing device found in many notebook computers), and numerous patents and papers. He was co-recipient of the Computer Science Policy Leader award from Scientific American magazine (2004) for his work on voting technology.
3. FREQUENTLY ASKED QUESTIONS
Nicholas Negroponte, founding chairman of MIT's Media Laboratory, answers questions on the initiative.
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What is the $100 Laptop, really?
The proposed $100 machine will be a Linux-based, full-color, full-screen laptop that will use innovative power (including wind-up) and will be able to do most everything except store huge amounts of data. This rugged laptop will be WiFi-enabled and have USB ports galore. Its current specifications are: 500MHz, 1GB, 1 Megapixel.
Why do children in developing nations need laptops?
Laptops are both a window and a tool: a window into the world and a tool with which to think. They are a wonderful way for all children to "learn learning" through independent interaction and exploration.
Why not a desktop computer, orven better recycled desktop machine?
Desktops are cheaper, but mobility is important, especially with regard to taking the computer home at night. Kids in the developing world need the newest technology, especially really rugged hardware and innovative software. Recent work with schools in Maine has shown the huge value of using a laptop across all of one's studies, as well as for play. Bringing the laptop home engages the family. In one Cambodian village where we have been working, there is no electricity, thus the laptop is, among other things, the brightest light source in the home.
Finally, regarding recyled machines: if we estimate 100 million available used desktops, and each one requires only one hour of human attention to refurbish, reload, and handle, that is forty-five thousand work years. Thus, while we definitely encourage the recycling of used computers, it is not the solution for One Laptop per Child.
How is it possible to get the cost so low?
First, by dramatically lowering the cost of the display. The first-generation machine will have a novel, dual-mode display that represents improvements to the LCD displays commonly found in inexpensive DVD players. These displays can be used in high-resolution black and white in bright sunlightll at a cost of approximately $35.
Second, we will get the fat out of the systems. Today's laptops have become obese. Two-thirds of their software is used to manage the other third, which mostly does the same functions nine different ways.
Third, we will market the laptops in very large numbers (millions), directly to ministries of education, which can distribute them like textbooks.
Why is it important for each child to have a computer? What's wrong with community-access centers?
One does not think of community pencilsids have their own. They are tools to think with, sufficiently inexpensive to be used for work and play, drawing, writing, and mathematics. A computer can be the same, but far more powerful. Furthermore, there are many reasons it is important for a child to "own" somethingike a football, doll, or bookot the least of which being that these belongings will be well-maintained through love and care.
What about connectivity? Aren't telecommunications services expensive in the developing world?
When these machines pop out of the box, they will make a mesh network of their own, peer-to-peer. This is something initially developed at MIT and the Media Lab. We are also exploring ways to connect them to the backbone of the Internet at very low cost.
What can a $1000 laptop do that the $100 version can't?
Not much. The plan is for the $100 Laptop to do almost everything. What it will not do is store a massive amount of data.
How will these be marketed?
The idea is to distribute the machines through those ministries of education willing to adopt a policy of "One Laptop per Child." Initial discussions have been held with China, Brazil, Thailand, and Egypt. Additional countries will be selected for beta testing. Initial orders will be limited to a minimum of one million units (with appropriate financing).
When do you anticipate these laptops reaching the market? What do you see as the biggest hurdles?
Our preliminary schedule is to have units ready for shipment by the end of 2006 or early 2007. Manufacturing will begin when 5 to 10 million machines have been ordered and paid for in advance.
The biggest hurdle will be manufacturing 100 million of anything. This is not just a supply-chain problem, but also a design problem. The scale is daunting, but I find myself amazed at what some companies are proposing to us. It feels as though at least half the problems are being solved by mere resolve.
How will this initiative be structured?
The $100 laptop is being developed by One Laptop per Child (OLPC), an independent, non-profit association based on the "constructionist" theories of learning pioneered by Seymour Papert and later Alan Kay. It is totally separate from MIT, with its own board, executives, location, and staff. Its founding members are AMD, Brightstar, Google, News Corporation, and Red Hat, all of whom have funded both OLPC and the MIT Media Lab.
OLPC is funding research at the Media Lab focused on developing the $100 Laptop.
The three principals at MIT are faculty members at the Media Lab: Nicholas Negroponte (a founder of the Lab), Joe Jacobson (serial entrepreneur, co-founder and director of E Ink), and Seymour Papert (one of the world's leading theorists on child learning).
Additional researchers include: Mike Bove, Mary Lou Jepsen, Alan Kay, Tod Machover, Mitchel Resnick, and Ted Selker.
October 2005 ID?6
Mike Ricciuti 2005' The $100 laptop moves closer to reality CNet News September 28S http://news.com.com/The+100+laptop+moves+closer+to+reality/2100-1044_3-5884683.htmlr The $100 laptop moves closer to reality
By Mike Ricciuti
Staff Writer, CNET News.com
Published: September 28, 2005, 8:55 AM PDT
TalkBack E-mail Print TrackBack
CAMBRIDGE, Mass.--A low-cost computer for the masses moved one step closer to reality on Wednesday.
Nicholas Negroponte, the co-founder of the Media Lab at the Massachusetts Institute of Technology, detailed specifications for a $100 windup-powered laptop targeted at children in developing nations.
Negroponte, who laid out his original proposal at the World Economic Forum in Davos, Switzerland, in January, said MIT and his nonprofit group, called One Laptop Per Child, is in discussions with five countries--Brazil, China, Thailand, Egypt and South Africa--to distribute up to 15 million test systems to children.
In addition, Massachusetts is working with MIT on a plan to distribute the laptops to schoolchildren, Negroponte said.
"This is the most important thing I have ever done in my life," Negroponte said on Wednesday during a presentation at Technology Review's Emerging Technologies Conference at MIT. "Reception has been incredible. The idea is simple. It's an education project, not a laptop project. If we can make education better--particularly primary and secondary schools--it will be a better world."
He said a goal of the project is to make the low-cost PC idea a grassroots movement that will spread in popularity, like the Linux operating system or the Wikipedia free online encyclopedia. "This is open-source education. It's a big issue."
Negroponte said the idea is that governments will pay roughly $100 for the laptops and will distribute them for free to students.
The proposed design of the machines calls for a 500MHz processor, 1GB of memory and an innovative dual-mode display that can be used in full-color mode, or in a black-and-white sunlight-readable mode. The display makes the laptop "both an electronic book and a laptop," he said.
One display design being considered is a flat, flexible printed display developed at MIT's Media Lab. Negroponte said the technology can be used to produce displays that cost roughly 10 cents per square inch. "The target is $12 for a 12-inch display with near-zero power consumption," he said.
Power for the new systems will be provided through either conventional electric current, batteries or by a windup crank attached to the side of the notebooks, since many countries targeted by the plan do not have power in remote areas, Negroponte said.
Previous Next The machines, which will run a version of the Linux operating system, will also include other applications, some developed by MIT researchers, as well as country-specific software. "Software has gotten too fat and unreliable, so we started with Linux," he said.
For connectivity, the systems will be Wi-Fi- and cell phone-enabled, and will include four USB ports, along with built-in "mesh networking," a peer-to-peer concept that allows machines to share a single Internet connection.
"In emerging nations, the issue is not connectivity," Negroponte said. "That was the issue, but there are many people working on it, (thanks to) global competitiveness. But for education, the roadblock is the laptop."
Five companies are working with MIT to develop an initial 5 million to 15 million test units within the year: Google, Advanced Micro Devices, News Corp., Red Hat and BrightStar, Negroponte said. He said the current plan is to produce 100 million to 150 million units by 2007.
Negroponte admits that his goals are ambitious. Currently, the world production of laptops is just under 50 million, he said.
While the initial goal of the project is to work with governments, Negroponte said MIT is considering licensing the design or giving it to a third-party company to build commercial versions of the PC. "Those might be available for $200, and $20 or $30 will come back to us to make the kids' laptops. We're still working on that," he said.
Others have launched low-cost PC ideas in the past, though MIT's project may be the most ambitious.
Last year, Advanced Micro Devices announced plans for its Personal Internet Connector--a prototype with a price tag of at least $185, with no display. And an Indian company called Novatium said it plans to offer a stripped-down home computer for about $70 or $75.
In addition, Microsoft's antipiracy-minded Steve Ballmer last year called for a move toward the $100 PC for developing nations. 2005 November 14D?7 Richard Taylor 2005 Kenya pilots handheld education BBC News July 29> http://news.bbc.co.uk/2/hi/programmes/click_online/4727617.stm In the final report of Click Online's Africa season, we visit Kenya where a trial project using handheld computers could help reduce the costs of education in poor communities.
School pupils
Books are a scarce resource in Kenyan primary schools
Mbita Point, on the eastern shores of Lake Victoria, hosts a small rural community.
A few minutes walk from the main town lies the local primary school, housed on the campus of a renowned research institute.
As the only school in the area with access to electricity, Mbita Primary enjoys a relatively privileged location.
This aside, it suffers from the same problems encountered by other public schools.
'Willing guinea pigs'
Since the Kenyan government introduced free primary school education two years ago, the resulting influx of kids has meant that resources are spread as thinly as ever.
In the future the students will be able to complete their assignments on these books and send them to the teacher.
Eduvision co-founder Maciej Sudra
Classrooms are crowded, and the all-too-familiar scenario of children sharing outdated textbooks is still very much in evidence.
However, in Class Five, things are just a little bit different. Fifty-four 11-year-old students are willing guinea pigs in an extraordinary experiment aimed at using technology to deliver education across the continent.
In the Eduvision pilot project, textbooks are out, customised Pocket PCs, referred to as e-slates, are very much in.
They are wi-fi enabled and run on licence-free open source software to keep costs down.
"The e-slates contain all the sorts of information you'd find in a textbook and a lot more," said Eduvision co-founder Maciej Sudra.
"They contain textual information, visual information and questions. Within visual information we can have audio files, we can have video clips, we can have animations.
"At the moment the e-slates only contain digitised textbooks, but we're hoping that in the future the students will be able to complete their assignments on these books and send them to the teacher, and the teacher will be able to grade them and send them back to the student."
The handheld PCs were chosen in place of desktops because they are more portable, so the children can take them home at night, and also because they're also cheaper, making them cost-effective alternatives to traditional methods of learning.
Enormous potential
Eduvision co-founder Matthew Herren says families pay upwards of $100 a year for textbooks.
"Our system is something that we hope will be sustainable, and the money that they use towards textbooks could be used to buy e-slates instead, which can last more than a year, thereby reducing the cost of education."
Pupils with an e-slate
E-slates have replaced books for 54 pupils
Moreover, the potential offered by e-slates is enormous. The content stored on them can be dynamically updated wirelessly, hence the need for wi-fi.
This means that they could include anything from new textbooks which have just come on stream, to other content like local information or even pages from the web.
The team have also devised a rather neat system for getting the information onto the devices.
First off, content is created and formatted for use on the e-slate.
A central operations centre distributes the material over a cheap satellite radio downlink to a satellite radio receiver in the school.
The information passes through a base station which beams it out wirelessly to the students. And so a new and enjoyable way of learning is born.
"I like using [the] e-slate because I can take it home to use it at night and I can use it because it has [a] battery," said Viola, a pupil at Mbita Primary.
Fellow pupil Felix had a few problems: "At first I found it difficult, but when our teacher, Maureen, told me to go in early to teach me, I went. The next day I found it easy."
Potential pitfalls
Although the kids are certainly enthralled by the novelty of the hi-tech gadgetry, their teachers are a little more realistic.
"There are too many drawbacks," said Robert Odero, a teacher at the school.
"One is the lack of electric power in most of our schools, and since the machine needs constant recharging for it to be effectively used this would affect the users as well as the teachers.
Kilemi Mwiria, Kenyan Asst. Minister of Education
I think it's a big leap, a big giant leap for schools, students and communities that don't even know what a desktop computer is.
Assistant Minister for Education, Kilemi Mwiria
"Another thing is the delicate nature of the machine. Given the rugged terrain of our country and the paths our kids use on their way to school, these things could easily fall on the way."
According to Eduvision co-founder Matthew Herren, the e-slates are fragile because the project is in a pilot stage.
"In any implementation in the future that's on a larger scale we will have them custom made to our specifications and coated in rubber and made much hardier," he said.
"At the same time, with textbooks there's no reason why a student couldn't drop all of their books into a pail of water and damage them as well."
There are plenty of concerns which have given pause for thought during the 18 months the pilot's been running.
The Eduvision team says all the issues can be solved and that the technology could be rolled out across countries and even extended beyond education.
Nevertheless, there are plenty of sceptics who believe it will never make it off this campus.
Kenya's Assistant Minister of Education, Science and Technology believes the project's flawed not just in design, but in its very conception.
"We need to be careful that we don't bring about too many experiments, and this is another such experiment being done without ensuring that we have the right environment for it to be assured of success," said Kilemi Mwiria.
"I think it's a big leap, a big giant leap for schools, students and communities that don't even know what a desktop computer is, as well as what you can use computers for.
"I think to suddenly bring even more advanced technology is being a bit unrealistic."
Few people could deny that this project is both novel and enterprising, and even while it's still in testing, Eduvision concede that they themselves have still got a lot to learn.
But they are convinced it will play a part in Africa's digital future. 2005 August 4 ` ?8 Basmat Parsad
Jennifer Jones 2005@ Internet Access in U.S. Public Schools and Classrooms: 1994-2003 2005. NCES, National Center for Education Statistics 1.
Internet Access in U.S. Public Schools and Classrooms: 1994-2003
Description: This report presents 10 years of data from 1994 to 2003 on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the
Online Availability: Browse the full report.
Download, view and print the report as a pdf file. ( 666KB)
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Cover Date: February 2005
Web Release: February 24, 2005
Print Release: March 24, 2005
Publication #: NCES 2005015
Order Your Free Copy Now From Ed Pubs
General Ordering Information
Authors: Basmat Parsad and Jennifer Jones
Type of Product: ED TAB
Survey/Program Areas: Fast Response Survey System (FRSS)
Keywords: ComputersInternet access in schoolsTeachers
professional development
Technology use in educationTelecommunications in schools
Questions: For questions about the content of this ED TAB, please contact:
Bernard R. Greene.
this report says that more than 10% of U.S. public schools provide handheld computers to students and teachers for instructional purposes 1.' http://nces.ed.gov/pubs2005/2005015.pdf ecopy from online)?9 Yanjie Song
Robert Fox 2005Z Integrating m-technology into Web-based ESL vocabulary learning for working adult learners 155 - 1584 Wireless and Mobile Technologies in Education (IEEE). Hiroaki Ogata
Mike Sharples
Kinshuk
Yoneo Yano Tokushima, Japan IEEE Computer Society | ?: White, A., et. al. 2005. Infusing PDA technology into nursing education 150-154 Nurse Educator 30 41D?; 1 Rory McGreal
Billy Cheung
Tony Tin
Steve Schafer 2005f Implementing mobile environments using learning objects: The Athabasca University Digital Reading Roomc IEEE International Workshop on Wireless and Mobile Technologies in Education Conference (WMTE) 2005 Tokushima, Japan IEEE ?<
Penuel, W. R. 2005J Implementing a handheld program: Lessons from a district-level Initiative 6-10$ Learning and Leading with Technology 32 6 j?= Goyette, S. 2005 Handhelds in K-12 Schools 22 Media & Methods 41 5 Media & Methods MOBILE communication systems
POCKET computers
SCHOOL administrators
SCHOOL management & organization
TELECOMMUNICATION systems
UNITED States Article 2005/03/Mar/Apr2005 This article discusses the use of mobile applications by school administrators in K-12 schools in the U.S. School administrators and staff know that carrying around multiple handheld devices can be a burden. Now there is a solution: consolidation and maximizing the mobility benefits of existing units such as personal digital assistants, cellphones and walkie talkies. Mobile applications provide access to attendance, discipline and schedules. Using a cell phone as a walkie talkie can be a challenge if a user does not have the right technology. While some cell phone providers offer true direct connect (real time connection with another cell phone), other providers offer walkie talkie service through the Internet. This results in a delay that can be a problem for schools, especially in an emergency situation. For an emergency situation--or just daily activities--consolidation and maximizing the mobility benefits of existing units of handheld devices can often times make sense for K-12 schools.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=17539378 TY - JOUR
Accession Number: 17539378; Goyette, Scott 1; Affiliations: 1: Partner, Austin Sky Technology; Source Information: Mar/Apr2005, Vol. 41 Issue 5, p22; Subject Term: MOBILE communication systemsSubject Term: POCKET computersSubject Term: SCHOOL administratorsSubject Term: SCHOOL management & organizationSubject Term: TELECOMMUNICATION systems; Subject Term: UNITED States; NAICS/Industry Codes: 92311 Administration of Education Programs; Number of Pages: 1/3p; Document Type: Article; Full Text Word Count: 312 00256897 I?> Liu, C. C. & Kao, L. C. 2005 Handheld Devices with Large Shared Display Groupware: Tools to Facilitate Group Communication in One-to-One Collaborative Learning Activities. 128-135X IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005) Tokushima, Japan Nov.28-30, 20057 D?? Edward Dieterle 20056 Handheld devices for ubiquitous learning and analyzing) National Educational Computing Conference Philadelphia, PA, USA5 Handheld Devices for Ubiquitous Learning and AnalyzingEdward Dieterle | dietered@gse.harvard.edu
Wireless handheld devices (WHDs) include but are not limited to cellphones, personal
digital assistants and handheld gaming devices. Despite their differences, WHDs offer similar
capabilities as they evolve technologically and become staples of American culture. Indeed,
students and teachers are increasingly likely to own WHDs, offering educators and learners
opportunities to harness the affordances such devices provide. The Handheld Devices for
Ubiquitous Learning (HDUL) project seeks to understand the potentials and limitations, problems
and possibilities WHDs pose teaching and learning in the 21st Century. During the 2003-2004 and
2004-2005 academic years, HDUL worked with students, faculty and staff from eight diverse
courses at the Harvard Graduate School of Education and the Harvard Extension School. At the
end of a two-year project, our work has shown that WHDs can be used as (1) portable research
assistants and (2) traveling conduits for online learning. This paper discusses our methods and
initial findings situated in current theories of learning and teaching. As the evaluation of HDUL
continues, this paper is also a venue to share with community members work to be more fully
published at a later date (Dieterle & Dede, forthcoming).
Introduction ?Wireless handheld devices (WHDs) encompass an array of tools such as, but not limited to,
cellphones, personal digital assistants and handheld gaming devices. They come in a variety of shapes and sizes,
have different operating systems and are used for a range of purposes. Despite these dissimilarities, wireless
handheld devices (WHDs) share five commonalities: 1) Connectability ?they connect to the Internet wirelessly via
wireless fidelity, or WiFi, 2) Wearability ?they are wearable and therefore always at the fingertips of the user, 3)
Instant Accessibility ?they turn instantly on and off, 4) Flexibility ?they can collect data by accommodating a wide
variety of peripheral extensions, and 5) Economic Viability ?they have much of the computing capability and
expandable storage capacity of laptops at a fraction of the cost (Dieterle, 2004). While the raw computing power of
2
WHDs approaches those of laptop and desktop computers, they were never intended to replace their stationary
counterparts. On the contrary, recent technological and networking advances for WHDs hybridize the affordances of
personal information managers, telephony, wireless Internet connectivity, and Global Positioning Systems (GPS)
into mobile, wearable devices designed to accompany users as they engage in everyday activities in the real world.
Nascent handhelds introduced in the late 1980 and early 1990 (e.g., Apple Newton; Nintendo Game
Boy) have gained sophisticated computational and connectivity capabilities, morphing and evolving into smart
phones, PDA-phone hybrids and next generation handheld gaming devices (e.g., Sony Playstation Portable).
Indeed, users of such devices are likely to take greater advantage of the affordances of wireless handheld computers,
such as watching TiVo programs (Hansberry, 2005), playing games like Cyan Worlds Myst For Pocket PC (Cyan
Worlds Inc., 2005), and utilizing Voice over IP (VoIP), which allows real-time transmission of audio conversations
over the Internet instead of phone lines (Hanttula, 2004). Beyond technical evolution, handhelds have evolved
culturally, becoming staples of American life. For example, nearly 55% of all Americans regularly carry cellular
telephones (Baker & Green, 2004). As a result, students and instructors are increasingly likely to own such devices,
often for reasons other than education, and to bring them to class and into the field thus providing educators and
learners opportunities to harness the functionality of such devices as objects with which to think and learn.
The Impetus for HDUL ?When used for teaching and learning, WHDs have been heralded as education solution
to one-to-one computing (e.g., Soloway, Norris, & Curtis, 2001), yet have simultaneously been blamed for a new
wave of classroom antics and cheating (e.g., surfing the Web or doing email during class, IM-ing answers during
tests). WHDs, like similar technologies, are neither education silver bullet nor its Pandora Box. Dismissing these
extreme perspectives and interested in understanding the potentials and limitations, problems and possibilities
WHDs pose for teaching and learning, the Harvard Graduate School of Education (HGSE) established and housed
the Handheld Devices for Ubiquitous Learning (HDUL) project, which conducted studies over the 2003 - 2004 and
2004 - 2005 academic school years.
Startup Decisions ?The HDUL team included members from HGSE Learning and Technology Center and HGSE
faculty and staff from diverse backgrounds and expertise. An early objective of the project was determining which
hardware, peripherals, and software to purchase. Utilizing criteria from trade journals (e.g., Pocket PC Magazine),
online resources (e.g., palmOne, CNet and ZDNet websites), and best practices from other projects (e.g., Vincent,
2004; Ward, 2005), the HDUL team constructed evaluation matrixes for selecting handheld devices, peripherals
3
such as probeware, and software, which are available in Appendix 1 and in the Findings section of the HDUL
website (Dieterle, 2005). The HDUL team then contacted vendors to preview handhelds from leading manufacturers
(i.e., Compaq, Dell, Palm and Toshiba) along with various peripherals (e.g., probeware; digital camera). In general,
the HDUL team found limited variation among the devices. However, the differences that did exist where significant
enough to warrant a well grounded decision1. The compelling differences, summarized in Table 1 below, existed in:
1) handheld costs, 2) probeware startup costs and 3) wireless connectivity.
...
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Appendix 1 Matrixes for selecting devices, peripherals and software
Matrix for Selecting Handheld Devices
Operating System
Questions
?Is your product compatible with Palm OS?
o Will it work with the most current Palm operating system or only with a legacy OS?
o Does your company intend to continue developing software for the Palm OS?
?Is your product compatible with Windows Mobile OS?
o Does your company intend to continue developing software for the Windows Mobile OS?
Hardware Questions ?How much memory comes standard with the device?
?How does your product attach itself to a desktop or laptop computer?
?Does your product have internal SD and/or CF card slots?
?How long can I expect the battery of your device to last?
o How will this vary when I am using different extensions such as Wi-Fi?
?What is the standard warranty for your device?
Software Questions ?What software comes standard with your product?
?Does it come with a:
o word processor
o spreadsheet application
o internet browser
Networking Questions ?Is your device Wi-Fi compatible?
o Is the hardware needed to use Wi-Fi internal or would that require an additional card or
extension?
?Is your device Bluetooth compatible?
o Is the hardware needed to use Bluetooth internal or would that require an additional card
or extension?
Examining Demo Devices
?Can you send me a demo of your product directly?
?Can a sales associate visit our campus and model your product?
?Do you have contact information of someone that is currently using your product in a school or
university?
15
Matrix for Selecting Handheld Peripherals
Operating System
Questions
?Is your product compatible with Palm OS?
o Will it work with the most current Palm operating system or only with a legacy OS?
o Does your company intend to continue developing software for the Palm OS?
?Is your product compatible with Windows Mobile OS?
o Does your company intend to continue developing software for the Windows Mobile OS?
Hardware Questions ?How does your product attach itself to the handheld device?
?Does your product utilize an internal SD or CF card slot?
?Are there specific handheld manufacturers and models that are especially compatible or
incompatible with your product?
?What is the standard warranty for your device?
Software Questions ?What software comes standard with your product?
?Will I need to purchase or download additional software to use your product?
Examining Demo
Devices
?Can you send me a demo of your product directly?
?Can a sales associate visit our campus and model your product?
?Do you have contact information of someone that is currently using your product in a school or
university?
Scientific Probeware
Questions
?Besides the handheld device, what is everything that I would need to purchase to begin
collecting temperature, pH and motion-related data?
Matrix for Selecting Handheld Software
Operating System Questions ?Is your product compatible with Palm OS?
o Will it work with the most current Palm operating system or only with a legacy OS?
o Does your company intend to continue developing software for the Palm OS?
?Is your product compatible with Windows Mobile OS?
o Does your company intend to continue developing software for the Windows Mobile
OS?
Software Questions ?What software comes standard with your product?
?Will I need to purchase or download additional software to use your product?
Learning and Teaching
Questions
?What learning objectives does your software seek to address?
?Are there particular grades that your software is designed for?
?How does your software engage student learning?
?What research has been conducted to examine teaching and learning with your software?
?Does your software use networking capabilities?
Examining Demo Devices
?Can you send me a demo of your product directly?
?Can a sales associate visit our campus and model your product?
?Do you have contact information of someone that is currently using your product in a
school or university?] http://center.uoregon.edu/ISTE/uploads/NECC2005/KEY_7287575/Dieterle_NECC2005Dieterle_RP.pdf. ecopy( http://center.uoregon.edu/ISTE/NECC2005/D ?@ Brazell, W. 2005) Handheld computers: A boon for principals 48 Principal 84 3% Principals
Computer Uses in Education 2005/01/ As I reflect on my many years as an elementary school principal, I realize how much more effective I would have been if I had owned a wireless handheld computer. This relatively new technology can provide considerable assistance to today?s principals and recent advancements have increased its functions and capacity. Handheld computers are inexpensive mobile computing devices that have outgrown their description as Personal Digital Assistants. Handhelds have evolved into sophisticated computers with expandable data storage and exceptional capabilities for improving communication, security, discipline, and management of data files, while providing stress relief for overworked principals.B http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ693950 TY - JOUR
AV - Not available from EDRS
Accession Number: EJ693950. Minor Descriptors: PrincipalsComputer Uses in Education. Language: English. Audience: Administrators. Source of Acquisition: The Journal of Rural Health, Department of Family Medicine, U. B. Clinical Center 462 Grider Street, Buffalo, NY 14215. E-mail: ruralhealth@buffalo.edu.. Document Type: Journal ArticleReports - Evaluative/Feasibility 02716062*?A
Deng, Feng 2005X Fourier is a High-Tech privately held company,
http://www.fourier-sys.com/about_who.html 2. Fourier is a High-Tech privately held company, established in 1989. Fourier has now become a worldwide leader of compact portable data logging devices and accessories for the education market. The Fourier science kits are elevating the standard of ed
Unique data collection products (EcoLog, EcoLog Timer, MicroLog) and software are aimed at students of ages 5 to 12. MultiLogPRO, Weather Station and the new TriLog Palm based hand held have extended the Fourier spectrum to the needs of high school and
During June 2000, Fourier started a new Start-Up company called Science On Line (SOL). This company develops School Science Lab centers that can be accessed and actively remotely operated via the Internet. The first product to be developed is called Exp
Fourier has won many awards both National and International including two Wordidac awards for the EcoLog in 1998 and Experinet Worldidac award 2002.
Click here to see the Fourier Success Stories worldwide, awards
letters of recommendations and successful applications
3. Home
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? Site Map 1. This is a Isearal company, now Qian Yangyi's project is using Multi-lab data loggers
The previous DB-lab and Tan Shijie data logger was made by a Chinese company who might copy he Isearal company's core technology
2. http://www.fourier-sys.com/about_who.html
3. Data logger types ?B ! Tan, S. C., Hung, D., & So, K. L. 2005| Fostering scientific inquiry in schools through science research course and Computer-Supported Collaborative Learning (CSCL) N.PAG, International Journal of Learning Technology 1 3 COMPUTER-assisted instruction
LEARNING
SCIENCE -- Study & teaching
EDUCATIONAL cooperation
INQUIRY-based learning
COLLABORATIVE learning Article 2005/ This study focused on fostering students' scientific inquiry skills through Computer-Supported Collaborative Learning (CSCL) in K-12 classrooms through a science research course complemented with Knowledge Forum (a CSCL tool). The subjects were 71 secondary one (7th grade) students in a Singapore school. The Test for Integrated Process Skills II (TIPS II) developed by Burns et al. (1985) was administered before and after the treatment so as to compare the students' scientific inquiry skills. Qualitative analysis of the students' discourse was used to derive possible reasons and processes leading to the observed outcomes. The results showed that the treatment enhanced the students' scientific inquiry skills, especially in the area of identifying variables and stating hypothesis. Possible contributing factors to the results include provision of scaffolding and students' characteristics such as direct engagement with scientific problems and recognition of self as epistemic agent. [ABSTRACT FROM AUTHOR]A http://search.epnet.com/login.aspx?direct=true&db=cph&an=16660512 TY - JOUR
Accession Number: 16660512; Source Information: 2005, Vol. 1 Issue 3, pN.PAG; Subject Term: COMPUTER-assisted instructionLEARNINGSCIENCE -- Study & teachingEDUCATIONAL cooperationINQUIRY-based learningCOLLABORATIVE learning; Number of Pages: 00p; Document Type: Article 14778386?C z Liang, J. K., Liu, T. C., Wang, H. Y., Chang, B., Deng, Y. C., Yang, J. C., Chou, C. Y., Ko, H. W., Yang, S. & Chan, T. W. 2005: A few design perspectives on one-on-one digital classroom. 181-189% Journal of Computer-Assisted Learning 21
N?D Salovaara, Hanna 2005c An exploration of students' strategy use in inquiry-based computer-supported collaborative learning 39-52% Journal of Computer Assisted Learning 21 1 Blackwell Publishing Limited COGNITIVE learning
LEARNING strategies
MNEMONICS
MOTIVATION (Psychology)
STUDENTS
PARTNERSHIPS in education
COLLABORATIVE learning
CSCL
inquiry learning
self-regulation
cognitive strategies Article} The aim of this study is to investigate students' use of cognitive learning strategies in inquiry-based computer-supported collaborative learning (CSCL).
A process-oriented interview framework on cognitive activity, self-regulation and motivation, and a coding category for analysing cognitive learning strategies and cognitive self-regulation was developed. The students of an intervention group (n=18) participating in inquiry-based CSCL and a comparison group (n=8) were interviewed six to eight times during the 3 years of the study. The results derived from the mixed-method analysis of altogether 161 interviews were compared between the two groups.
The results indicate that the students who participated in the inquiry-based CSCL activities reported deeper-level cognitive strategies such as monitoring, creating representations and sharing information collaboratively. The students of the comparison group reported more surface-level strategies such as memorization. However, the findings concerning the utility of CSCL inquiry on cognitive learning strategies were not uniformly positive. It was found that the students of the comparison group reported significantly more strategies under the category of content evaluation. Nevertheless, the results suggest that computer-supported inquiry-based learning can enhance the use of cognitive strategies that support learning.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=15916956
TY - JOUR
Accession Number: 15916956; Salovaara, Hanna 1 Email Address: hanna.salovaara@oulu.fi; Affiliations: 1: Department of Educational Sciences and Teacher Education, University of Oulu, Finland; Source Information: Feb2005, Vol. 21 Issue 1, p39; Subject Term: COGNITIVE learningSubject Term: LEARNING strategiesSubject Term: MNEMONICSSubject Term: MOTIVATION (Psychology)Subject Term: STUDENTSSubject Term: PARTNERSHIPS in educationSubject Term: COLLABORATIVE learning; Author-Supplied Keyword: CSCLAuthor-Supplied Keyword: inquiry learningAuthor-Supplied Keyword: self-regulationAuthor-Supplied Keyword: cognitive strategies; Number of Pages: 14p; DOI: 10.1111/j.1365-2729.2005.00112.x; Document Type: Article 02664909 | ?E * Corlett, D.
Sharples, M.
Bull, S.
Chan, T. 2005A Evaluation of a mobile learning organiser for university students 162-170% Journal of Computer Assisted Learning 21 3 Blackwell Publishing Limited EDUCATION, Higher
EDUCATIONAL innovations
EDUCATIONAL technology
LEARNING
WIRELESS communication systems
MOBILE communication systems in education
learning organiser
mobile learning
undergraduate student
hand-held computer Article 2005/06/ This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning.
The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage.
The primary uses of the organiser were communication, time-management and access to content.
No single application took precedence.
The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information.
Wireless connectivity was crucial to the usefulness of the organiser.
Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system.
ABSTRACT FROM AUTHOR
Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148.
Tel: 800-835-6770 (Toll Free);
Fax: 781-388-8232;
e-mail: subscrip@bos.blackwellpublishing.com.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=17168372 TY - JOUR
Accession Number: 17168372; Corlett, Dan 1 Email Address: d.j.corlett@bham.ac.ukSharples, Mike 1Bull, Susan 1Chan, Tony 1; Affiliations: 1: Educational Technology Research Group, Department of Electronic, Electrical and Computer Engineering, University of Birmingham, Edgbaston, Birmingham, UK; Source Information: Jun2005, Vol. 21 Issue 3, p162; Subject Term: EDUCATION, HigherSubject Term: EDUCATIONAL innovationsSubject Term: EDUCATIONAL technologySubject Term: LEARNINGSubject Term: WIRELESS communication systemsSubject Term: MOBILE communication systems in education; Author-Supplied Keyword: learning organiserAuthor-Supplied Keyword: mobile learningAuthor-Supplied Keyword: undergraduate studentAuthor-Supplied Keyword: hand-held computer; NAICS/Industry Codes: 61171 Educational Support ServicesNAICS/Industry Codes: 51332 Wireless Telecommunications Carriers (except Satellite); Number of Pages: 9p; DOI: 10.1111/j.1365-2729.2005.00124.x; Document Type: Article 02664909 F?F Ellen D. Wagner 2005 Enabling mobile learning EDUCAUSE Review 40 3 May/June2 http://www.educause.edu/ir/library/pdf/erm0532.pdf 2005 July 31 ?G C Liao, H. C., Deng, Y. C., Chiang, M. C., Chang, H. Z. & Chan, T. W. 20051 EduBingo: A Bingo-like System for Skill Building. 376-378O The 5th IEEE International Conference on Advanced Learning Technologies (ICALT) Taiwan *?H M Chiang, M. C., Deng, Y. C., Chang, H. Z., Liao H. C., Ho, C. W. & Chan, T. W. 2005; EduBingo: A Bingo-like Game for Mathematics Skill Building. 93-95X IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005) Tokushima, Japan Nov.28-30, 2005 ?I 2005J Dynamic grouping in collaborative learning supported by wireless handhelds 1+ Journal of Educational Technology & Society 8 3?J ! Boehner, K., Gay, G. & Larkin, C. 2005u Drawing evaluation into design for mobile computing: a case study of the Renwick Gallery's handheld rducation project 219-230* International Journal on Digital Libraries 5 3& Springer Science & Business Media B.V. EVALUATION
MOBILE computing
MUSEUMS
POCKET computers
VIRTUAL museums
Handheld mobile computing
Reflective design
Evaluation methods Article 2005/05/ We present a detailed case study of the design, launch, and evaluation of a handheld mobile computing guide for visitors to the Smithsonian American Art Museum? Renwick Gallery. Of particular emphasis is integrating methods and tools of evaluation into the process of designing for new visitor experiences. Using a method of reflective design and evaluation incorporating interviews, surveys, observation, and clickstream analysis, we uncover assumptions and hypothesis for further testing. Finally, we discuss the cross-over between physical navigation of museum spaces and information navigation of online museum data.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=16948010Y TY - JOUR
Accession Number: 16948010; Boehner, Kirsten 1 Email Address: Kab18@cornell.eduGay, Geri 1Larkin, Claire 2; Affiliations: 1: Human-Computer Interaction Group, Information Science Building, 301 College Avenue, Ithaca, NY 14850, USA 2: Smithsonian American Art Museum, VB 3200 MRC 970, P. O. Box 37012, Washington, D. C. 20013-7012, USA; Source Information: May2005, Vol. 5 Issue 3, p219; Subject Term: EVALUATIONSubject Term: MOBILE computingSubject Term: MUSEUMSSubject Term: POCKET computersSubject Term: VIRTUAL museums; Author-Supplied Keyword: Handheld mobile computingAuthor-Supplied Keyword: Reflective designAuthor-Supplied Keyword: Evaluation methods; NAICS/Industry Codes: 7121 Museums, Historical Sites, and Similar Institutions; Number of Pages: 12p; Illustrations: 1 graph, 3bw; DOI: 10.1007/s00799-004-0107-7; Document Type: Article 14325012 D?K Vavoula, G.
Karagiannidis, C. 2005' Designing Mobile Learning Experiences. Accepted for publication in Lecture Notes in Computer Science, Proceedings of the 10th Panhellenic Conference on Informatics (PCI 2005), Volos, Greece, Nov 11-13. c@?L Kathleen Tamara Luchini Colbry 2005i Design guidelines for developing scaffolded, handheld software to support learners during science inquiry Computer Science and Engineering
ABSTRACT
DESIGN GUIDELINES FOR DEVELOPING SCAFFOLDED, HANDHELD SOFTWARE TO SUPPORT LEARNERS DURING SCIENCE INQUIRY
by
Kathleen Tamara Luchini Colbry
Chair: Elliot Soloway
The Mobile Learning Tools for Science (MaLTS) project developed design guidelines for building scaffolded, handheld software to support learners during science inquiry projects.
The MaLTS project consisted of three phases of work.
In Phase 1 (Analysis), related research from Learner-Centered Design and User-Centered Design was analyzed to identify the underlying challenge of designing handheld software to support learners during science inquiry.
The design challenge resulting from Phase 1 was "How can we balance learners' need for scaffolds with the need to make handheld software easy to use?"
Phase 2 (Design and Implementation) addressed the design challenge from Phase 1 by developing three design guidelines for building handheld software that provided scaffolds and was easy to use.
Using these design guidelines, three handheld tools were also developed during Phase 2:
Pocket PiCoMap, to support concept mapping;
ArtemisExpress, to support online research; and
Pocket Model-It, to support scientific modeling.
Phase 3 (Evaluation and Reformulation) focused on determining whether the design guidelines developed during Phase 2 effectively addressed the design challenge articulated during Phase 1. In order for the design guidelines to be successful, handheld software built according to the design guidelines needed to be easy to use and needed to provide helpful scaffolding. To evaluate whether using the design guidelines resulted in handheld software that was easy to use and helpful to students, Pocket PiCoMap, ArtemisExpress and Pocket Model-It were used during a classroom study.
The results of the classroom study highlighted several areas where the design guidelines could be reformulated to better address the design challenge. The reformulated design guidelines for building scaffolded, handheld software were the final results of the MaLTS project.
The MaLTS project demonstrated the viability of including scaffolds in handheld software for learners, and the design guidelines resulting from this project could be used to guide the development of a variety of handheld software for learners. Future work might explore the design of learner-centered handheld tools that take advantage of new features and peripherals, such as expanded wireless Internet access, mobile phones, powerful processors, removable storage, and scientific probeware. -----Original Message-----
From: Katy Luchini Colbry [mailto:katycolbry@gmail.com]
Sent: Thursday, August 04, 2005 7:51 PM
To: ZHANG Baohui (LST, LSL)
Subject: Re: Help with Model-It on Pocket PC
Hi BaoHui,
I don't know whether there is a functional version of Model-It for the
Pocket PC. It's not listed as one of the products on the GoKnow
website. But GoKnow may have a version in development. You will need
to ask someone there; maybe Ben Levy is a good place to start. I
haven't used the program in several years, since I finished my data
collection.
Most of my papers are on Docushare, at
http://docushare.hice-dev.org/docushare/dsweb/View/Collection-462.
Feel free to browse and use whatever might be useful. My dissertation
chapters are at
http://docushare.hice-dev.org/docushare/dsweb/View/Collection-469.
The bibliography might be a good place for you to find references on
handheld tools. GoKnow also has lists of papers, some from HiCE and
some from other places, that you may find useful. Their website is
www.goknow.com.
Good luck!
Katy
On 7/29/05, ZHANG Baohui (LST, LSL) wrote:
> Dear Katy,
> How are you?
> It has been a while since I last met you at Hice.
> How is everything going?
> I have been to Singapore for three weeks.
> Right now I am preparing research proposals.
> One of them is using pocket PC.
> I hope to use curricula and programs developed at Hice.
> Model-It on Pocket PC is certainly my favorite.
> I did not see it as a commercial product.
> Is it fully functional?
> Could you please send me its installer for pocket PC if possible?
> It would be great if we can use it for free for my pocket PC project.
> I am wondering whether you can send me papers about your research on using
> pocket PC applications.
> If others have papers and resources to help me to set up things for using
> pocket PC in Singapore primary and secondary schools,
> could you also point me to the person(s)?
> I will need to finish at least a draft proposal in order to send it to
> Elliot to ask for feedback.
> Your help is greatly appreciated!
> Hope everything is well with you.
> Best regards,
> BaoHui ?M 2 Deng, Y. C., Chang, S. B., Chang, B. & Chan, T. W. 20050 DCE: A One-on-One Digital Classroom Environment. 786-7893 Proceedings of Artificial Intelligence in Education Amsterdam ?N
Qiang, Yangyi 2005 Data loggers_ 1. What is a data logger?
http://www.omega.com/prodinfo/dataloggers.html
Data Loggers
What is a Data Logger?
Technically speaking, a data logger is any device that can be used to store data.
This includes many data acquisition devices such as plug-in boards or serial communication systems which use a computer as a real time data recording system. However, most instrument manufacturers consider a data logger a stand alone device that can rea
The advantage of data loggers is that they can operate independently of a computer, unlike many other types of data acquisition devices. Data loggers are available in various shapes and sizes. The range includes simple economical single channel fixed fu
Choosing a Data Logger
When choosing a data logger the following parameters should be considered.
Input Signal
OMEGA offers data loggers that are compatible with most types of signals. Some data loggers are dedicated to a certain input type while others are programmable for different types of inputs. OMEGA offers data loggers for the following types of signals.
Bridge/Strain/Load/Pressure Motor On/Off Sound
Dew point PH Pressure Temperature
Event or State Process Voltage/Current Thermistor
Frequency Relative Humidity Thermocouple
Level RTD
Number of Inputs
Data Loggers are available in both single and multi-channel designs. Some data loggers are capable of handling hundreds of inputs. OMEGA's OMB-LOGBOOK-300 for example is expandable to over 400 channels.
Size
In many applications space is a limitation. In those cases the size of the data logger may be a critical selection parameter. OMEGA's OM-CP family of data loggers are extremely compact and include models for most input types.
Speed/Memory
In comparison to real time data acquisition systems, data loggers generally have low sample rates. This is normally because they store data in internal memory which is limited. The higher the data rates the more memory required. Therefore when specifyin
Real Time Operation
In some applications it may be desirable to display the data being collected in real time on a computer. Certain data loggers such as OMEGA's OM-CP family support this feature.
Data Logger Frequently Asked Questions(FAQ)
Why Choose a Data Logger Over Other Types of Data Collection Instruments?
Three types of instruments are commonly used for collecting and storing data. They are 1)Real-Time Data Acquisition Systems, 2)Chart Recorders and 3)Data Loggers
Data loggers are normally more economical than chart recorders. They offer more flexibility and are available with a greater variety of input types. Most data loggers collect data which may be directly transferred to a computer. Although this option is
Data acquisition systems offer a great deal of flexibility and are certainly attractive when high sample rates are required, however, since they require connection or installation into a computer, the computer must also be present and active when collec
Do Data Loggers Need to be Connected to a Computer?
No, some data loggers provide an option for real-time display but all OMEGA data loggers collect data independently of the computer.
What is the Maximum Sample Rate for a Data Logger?
The sample rate depends on the specific model. Although most data loggers have a maximum data rate of 1 or 2 samples per second, OMEGA offers a number of data loggers that can sample in excess of 100 samples per second.
How are the Data Loggers Powered?
Most data loggers are battery powered some also offer an option for external power.
How Long Does the Battery Powered Logger Last?
The battery life of a data logger depends on a number of parameters including the specific model and sample rate. In general the faster the sample rate the shorter the battery life. Many OMEGA data loggers feature a battery life as long as ten years.
Will the Data Logger Loose its Data if the Power or Battery Fails ?
Most OMEGA data loggers use non-volatile memory for data storage. This means that the data will not be lost if the power fails.
How Long Can the Data Logger Record Data?
The recording duration is dependent on the memory capacity of the data logger and the desired sample rate. To determine the duration divide the memory capacity(number of samples the device can record) by the sample rate. As an example assume that a give
Data Logger Types
Miniature Single Input Data Loggers
Miniature single input data loggers are generally low cost loggers dedicated to a specific input type. These types of data loggers are often used in the transportation industry. A typical application would be to include a temperature data logger in a sh
Fixed Mount Multi-Channel Data Loggers
Fixed input loggers have a fixed number of input channels which are generally dedicated for a specific type of input. OMEGA offers fixed input data loggers ranging from one to 8 channels.
Handheld Multi-Channel Data Loggers
Handheld multi-channel loggers are commonly used in applications where the data logger is to be carried from one location to another. They are also commonly used in benchtop or laboratory environments. In addition to storing data internally some models
Modular Data Loggers
A modular data logger is configurable and expandable through the use of plug-in modules. The modules are normally field configurable and the user has the option of adding as many channels to satisfy the application requirement.
Buy Data Loggers!
?Data Logger Product Finder
?Humidity/Temperature Data Loggers
?Data Acquistion Systems and Signal Conditioners
?ON-900 Series Precision-Interchangeable Thermistor Probes
?Linear Thermistors
?Environmental Wall Mount Thermistor Sensor
?TJ Thermistor Probes
?THX-400 Series Probes
?Thermistor Elements, Probes and Assemblies
?Wire: Thermocouple, RTD, Thermistor and Heater Hook-Up
?Data Logger Product Finder
?Humidity/Temperature Data Loggers
?Data Acquistion Systems and Signal Conditioners
?ON-900 Series Precision-Interchangeable Thermistor Probes
?Linear Thermistors
?Environmental Wall Mount Thermistor Sensor
?TJ Thermistor Probes
?THX-400 Series Probes
?Thermistor Elements, Probes and Assemblies
?Wire: Thermocouple, RTD, Thermistor and Heater Hook-Up
2. Related web sites
2a. 25 data logger stores, http://www.microdaq.com/b 1. What is a data logger?
2. Related web sites
2a. 25 data logger stores, http://www.microdaq.com/ y?O % Vavoula, G.N. 2005* D4.4: A Study of Mobile Learning Practices$ Internal report of MOBIlearn project ?P m Carolyn Staudt 20057 Changing how we teach and learn with handheld computers8h 3. Chapter 1, http://www.sagepub.com/staudt%20ch.%201_7006.pdf
1 Handheld
Computers as
Educational Tools
Educational tools over the years have ranged from pieces of chalk and slate
to pencil and paper, from fountain pens to ballpoint pens. Similarly, materials
changed from primers to full sets of texts. As schools and communities
built libraries, students were assigned research topics and referred to bound
encyclopedias, books, and magazine articles to gather facts and figures. With
the arrival of the ditto machine and later the photocopier, teachers reproduced
worksheets to provide drill activities and question sheets for practicing and processing
classroom learning. The invention of the overhead projector provided a
means for making learning more visual and colorful than the old blackboard
and further reinforced the role of the teacher as the expert in the classroom.
The tools did little to reconstruct the fundamental notion of teacher as imparter
of knowledge. Tools and materials evolved, but the classroom roles remained
constant until recently. The late 20th century saw the beginning of a transformation
in the teaching and in the learning relationships. Frequently, students
whose families invested early in home technology at the beginning of the Internet
wave would come to school the day after the teacher introduced a new topic or
unit and offer, found something on the Internet about what you told us yesterday.
Would you like me to bring it in??Then the student would enthusiastically
share with the class and teacher the additional background the student had
found on the topic. The teacher or a classmate might then ask the student a question
about the material. This was the lightning bolt moment when a new kind of
electricity began to recharge classrooms and reconfigure learning relationships.
Once learning started to move across the bridge to technology, including
Internet access, more changes were bound to come. Unfortunately, the promise
often outstripped reality, for a variety of reasons both technological and human.
By the close of the 20th century, adventuresome teachers in well-funded schools
were incorporating technology directly into learning as they sent students to
1
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computers for information, powerful processing tools and simulations, and
new stimuli for the teaching of critical thinking and problem solving. Still, the
hardware and infrastructure costs, as well as the logistics of this kind of learning,
challenged many schools and teachers. One of the greatest impediments
to full use was that unlike workplace and other similar settings, where it was
assumed that no one could accomplish work goals without an individual computer,
in schools not every desk had a computer on it for ready individual use.
In fact, usage was both limited and complicated. The reason for this was largely
but not entirely expense.
We are at a new crossroads, thanks to new technology that scales down the
equipment in both cost and size without a substantial sacrifice of power. For the
cost of 3 classroom computers, it is now possible to purchase 10 to 12 handheld
computers. Putting these new portables in the hands of all students has the
capacity to change the way we teach and learn. Teachers will guide student
learning experiences and, particularly in our standards-based environment, will
align learning experiences to meet those standards. What the new technology
allows is for students to meet those standards in individualized ways, collect
personally meaningful data, and use it to gain understanding of a larger inquiry
process that begins to replicate the thinking and learning processes of real work
or advanced study. Students and teachers can share data together and create
larger data pools from which to build the skills of deep analysis and further
inquiry. Students are likely to ask teachers bigger questions, and teachers are
as likely to provide some necessary information and then turn those questions
back to students with further questions and suggestions for further inquiry or
analysis. The new tools can be used in ways that hugely expand what we think
of as the learning space. Teachers and students can develop more collaborative
ways of teaching and learning than ever before. Handheld computers can place
the student at the center of learning
handheld computers offer such promise.
Both hardware and software evolve overnight, and new tools as well as new
capacity for the last ew?tools come to the marketplace every day. One of the
most promising technologies for education likely will be cell phones, which are
already incorporating communication, Internet research, applications, and
photographic capacity. For purposes of this book, we will think of handhelds as
a combination of technology that offers this future potential. Specific activities
and instructions are offered for these handhelds. As equipment changes, these
processes will become models that migrate to new equipment.
FIVE BIG REASONS FOR HANDHELDS IN SCHOOLS
When asked recently what are the top five reasons for using handheld computers
in schools, my response was immediate: They provide equitable access to
2 Changing How We Teach and Learn With Handheld Computers
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digital technologies for all children, they are intuitive and easy-to-use learning
tools, they are the much-needed future ubiquitous portable devices, they promote
collaboration among students and teachers, and they make it possible for meaningful
and seamless interactions between multiple applications and peripheral
devices.
To make changes in how students are taught and how they learn, teachers
need to be prepared to use new tools and to change their roles in the classroom
(Darling-Hammond, 1997):
If teachers are to prepare an ever more diverse group of students for
much more challenging workor framing problems
finding, integrating
and synthesizing information
creating new solutions
learning
on their own
and working cooperativelyhey will need substantially
more knowledge and radically different skills than most now have and
most schools of education now develop. (p. 154)
Teachers in the field will need initial courage to open the path to these new
kinds of learning. I hope that this book will offer support for that journey for
both classroom teachers and teachers in training.
Because many new technologies are interactive, it is easier to create environments
in which students can learn by doing, receive formative feedback,
and continually refine their understanding and build new knowledge.
Technology can help to create an active environment in which students not
only solve problems but also find their own problems (Bransford, Brown, &
Cocking, 1999). When used in a context of student inquiry and critical
analysis of a vast amount of information simultaneously, handheld technologies
offer a promise to provide the computational power and communication
channels to empower the individual learner in and outside school.
Equitable Access to Digital Technologies
All students need to have the benefits of the digital technologies. They all
must have access to information, computation, and communications tools that
will help them in the future workforce. Keep in mind that these educational
benefits are what are important and that the access to the technology is only a
means to an end. Today, few students, especially the disadvantaged, have adequate
exposure to computers to become comfortable with them as a personal
tool. Institutional school computers by nature limit familiarity by restricting
use. There are too few computers for the numbers of students, computers are
located in overcrowded and overbooked computer labs, and computers and
servers do not allow access to stored work outside the school. Research shows
that giving students a personal learning device can make learning more
3 Handheld Computers as Educational Tools
01-Staudt.qxd 11/8/2004 6:55 PM Page 3
meaningful to them. Using handheld computers makes it possible for students
to take ownership of their work products and learning. With ongoing access to
a handheld computer, students become more autonomous and self-directed in
their learning (SRI International & Palm, Inc., 2002). According to the National
Center for Educational Statistics (NCES), the ratio of students to computers in
elementary and secondary schools in the United States is eight students to one
computer in cities and five students to one computer in rural settings (NCES,
2000). For those limited classrooms equipped with between 3 and 10 computers,
a student still needs to wait in line behind other classmates to use the technology.
The technology becomes an intrusion, not a natural extension of the
learning environment.
A handheld computer offers automatic storage, an intuitive pen-based
graphical interface, and quick and easy communication with other handheld
or desktop computers at any location, in or outside school. To provide digital
personal tools that will bridge the digital divide, students must have access
where and when they need it. The low costs of handheld computers make
it more possible for schools to provide equitable access, leaving no child behind.
Intuitiveness
It is easy to forget that student achievement in school depends in part on
what happens outside school. Modern technologies can help make connections
between students?in-school and out-of-school activities (Bransford et al.,
1999). The students of today grew up using GameBoys?and video games.
They easily manipulate small graphically designed screens to complete tasks.
They insert game modules and other peripheral devices such as cameras to
create their own gaming environments. Although these portable gaming units
are toys, they fulfill many educational needs. Similarly, student use of pagers
and cell phones outside school make the new handhelds natural tools for them.
When students have shared their dreams about the design of their own
personal educational handheld devices, requests have been remarkably similar, as
shown by the research funded by the National Science Foundation (DataGotchi
Deep Dive, 1998). Students want a personal device that is portable and easy to
operate. It should feel like a toy, they say, yet provide the ability to input and
analyze data from a wide variety of sources. Often students want the tool to
be as powerful as a desktop computer, yet compact enough to wear. Finally,
students want wireless connection to the Internet and to other devices.
When teachers are asked about their computing needs (DataGotchi Deep
Dive, 1998), they focus on reliability and performance rather than size or portability.
Teachers are often wary of all technology and fear that they will need
elaborate skills to operate or troubleshoot problems. The teacher ideal device
would provide applications that build student inquiry-based skills and track
4 Changing How We Teach and Learn With Handheld Computers
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5 Handheld Computers as Educational Tools
student progress seamlessly. Handheld computers in the classroom must
provide a means to communicate and collaborate between the student and
the teacher. Like students, teachers demand ease of use. Handheld computers,
software, and peripherals that meet most of these needs are now available.
Student Needs
?Personal and portable device
?Ability to create, invent, and imagine
?Useful outside the classroom
?Be a tool, yet feel like a toy
?Work that can be private, shared, and/or published
?Promote reflection
?Multiple representations (e.g., graphs, tables, animations)
?Multiple inputs (e.g., touch screen, optional keyboard, voice, camera,
sensor)
?Multiple outputs (e.g., Web page, paper, projection)
Teacher Needs
?Total class participation
?Ease of use
?No downtime
?Inquiry-based activities and applications
?Richer meanings of concepts and student models
?Tight coupling to curriculum and standards
?Recording of process and end product
?Evaluation of performance and response
?Reliable data transfer
SOURCE: Adapted from DataGotchi Deep Dive (1998) and unpublished data collected by KidSolve? Inc.
In the past, successful integration of technology was related to the user
comfort with the technology and its features and functions. Unlike desktop
computers, the handheld computer has a remarkably short learning curve,
especially for students. Because of their familiarity with gaming devices,
students intuitively adopt the handheld as a personal computing device. They
quickly find the stylus, tap into applications, and learn methods to enter and
eam?data between devices. Training sessions are no longer days or weeks,
but can be measured in minutes. Teachers, on the other hand, take a little
longer to learn the functions and are often tentative with the smaller device, but
they also learn easily to work with handhelds. The reality is that the technology
01-Staudt.qxd 11/8/2004 6:55 PM Page 5
and technological savvy of this generation of students is different from that for
adults. Handheld devices are part of their world already!
Ubiquitous Portability
Students?casual and disjointed use of digital technology in education often
impedes learning. They spend valuable time adjusting to different computers
and applications, rather than experiencing the technology as a seamless extension
of their learning environment. As students are shifted from one institutional
computer to another throughout the school, they must familiarize
themselves with differences between devices and applications. If the classroom
is equipped with a few desktops or laptops, they must walk down the hall to a
desktop computer located in a separate computer lab or wait in line. With handheld
computers, students could simply reach into their backpacks or pockets
whenever they need the digital tool. Future students might even wear such
small computers!
Students?interaction with computers in a discrete lab environment, dissociated
from other learning activities, is not a realistic demonstration of their
future digital workplace, where computer use is encountered nearly everywhere,
in jobs at every level. Portable handheld computers can be used at any
location: in the school hallway, on the school bus, in the field, and at home.
Through the attachment of sensors (e.g., light, pH, temperature), cameras, or
GPS (global positioning system) units to portable handheld computers, the
learning experiences become enhanced and more realistic to the students
in and outside the classroom.
Collaboration
Handheld computers have the capability to transmit data from device to
device, either by infrared beaming orith newer modelshrough radio
waves. This means that data, writing, concept maps, graphs, and drawings can
be exchanged digitally among the devices without wires. Infrared beaming is
limited to relatively short, line-of-sight distances between one handheld computer
and another, but it offers a powerful way to share information between
team members. Radio transmittance enables a network that can send or receive
information from multiple handheld computers, at distances of up to 30 feet. The
transfer of data does not need to be restricted to other handheld computers. Other
wireless devices, such as GPS units, printers, and sensors, can also transfer data
to and from handheld computers.
In addition to supplementing sharing of group information among team
members, infrared and wireless beaming affords the opportunity for a joint
ollaborative white board?in the classroom. With classroom networks,
6 Changing How We Teach and Learn With Handheld Computers
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teachers can require students to send their ideas, solutions, or questions during
the instruction, and teachers can make immediate adjustments to account for
students?needs and their developing ideas in a learner-centered environment.
Students can reveal important contrasts and patterns in mathematical and
scientific ideas and connect the learning of each individual with the learning
of the group. Teachers can provide each student with frequent, formative
feedback, and the teacher receives rapid insight into the current level of understanding
throughout the classroom (Roschelle, Penuel, & Abrahamson, 2003).
By making it possible for students to share thoughts, predictions, and drawings,
teachers can obtain immediate conceptual models from their students. By
encouraging students to justify their input on a shared document, teachers can
instantly poll students?understanding and adjust lessons accordingly.
Transferred information is digital information, which means that the data are
searchable and can be sorted. Students can review group predictions, collaborative
sketches, and laboratory results to produce a joint report of their findings.
With the use of wireless networking, students also can publish their conclusions
on the Web directly from their handheld computers.
Seamless Interactions
But why use a technological device in the classroom that costs more than
less-expensive educational tools such as paper and pencils? The answer is quite
simple: Relatively low-cost handheld computers can provide additional benefits
not found with paper and pencil. How they are used in schools is the determining
factor when considering purchasing these devices. If the handheld computer
is used to utomate?existing practices, the additional cost is not warranted.
utomating essentially means olting?technology on top of current processes
and procedures?(November, 2001, p. xix). If used properly, technology tools
can change the focus of the classroom from teacher to student
the flow of
information (from data, drawings, sensors, and pictures) also changes. Using
handheld computers as an nformating?tool rather than as an automating
one empowers students to solve problems. Properly designed and applied technologies
can generate information as a consequence of their use. Scientific
visualization provides models of how, in the course of the data collection,
students can generate new views of that data and therefore support new
insights. Digital applications can present teachers with new information about
student understanding as students use the technologies.
In the business world, handhelds are often used as organizers and planners,
but educational software is steadily increasing the capabilities of the
handheld computers to help students engage in inquiry learning and problem
solving. Many of the new educational applications written for handheld
computers make the exchange of data between several applications possible.
7 Handheld Computers as Educational Tools
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For instance, spreadsheets have been designed to accept data from sensor
software. Dictionaries enable words to be transferred into writing programs.
Statistical analysis software can operate on imported data from calculators and
probe-based data acquisition applications. Annotated notes can be attached to
digital picture albums for community or field studies. As additional memory
and card slots become available, students will be able to access a vast amount of
data anytime, anywhere.
EFFECTIVE USE
Not so long ago, schools prided themselves on the presence of institutional
computers, often found in computer labs. Teachers booked computer labs
months in advance, and these labs were not accessible to students on demand.
In some places, this mode still exists. Where it does, students have had limited
access to their own work, based on the scheduling of the computer lab and the
limits of the class period. Students have no hope of completing their unfinished
work or retrieving their data outside school hours. With the move toward
equipping classrooms with one to five desktops, the situation improved somewhat
but posed its own problems associated with running two simultaneous
learning paths in the classroom because universal access was not possible.
Now, however, with a handheld device as a replacement for such institutional
devices, all students can have computing power in their hands anytime, anywhere,
and for considerably less expense than the desktop computer. On average,
an adequate handheld computer with at least 8 MB of memory costs about
one fifth the price of a desktop computer found in a typical computer lab, or
even less. Keep in mind that this type of handheld computer is more powerful
than the old Apple IIe?and has a faster processor.
The Apple IIeTM had 64K of memory and a 1 MHz processor. A PalmTM
TungstenTM T2 has 32 MB of memory and a 200 MHz processor. The
TungstenTM T2 has approximately 128 times as much memory and 200
times the speed. This generation of PalmTM is approximately equivalent
to a PowerMac 7200TM. The original Palms were similar to a 1 MB Mac
ClassicTM (S. Bannasch, personal communication, 2003).
Designers of handheld computers originally viewed them as complements
to desktop computers, not as a substitute for them. As a result, rich educational
applications such as databases, spreadsheets, survey makers, word processors,
and graphing applications must be designed specifically for use on the handheld
device. Storage and exchange of data must be easy and reliable for large
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numbers of students. Although some present applications meet these needs, as
demonstrated throughout this book, further development must occur in both
the handheld hardware and the accompanying software.
Successful integration challenges teachers and students to use the technology
in creative and meaningful ways. Portable handheld computers are well
suited for implementing active learning activities that engage students and
encourage exploration and collaboration. It is imperative to think of these
devices not as a solution but rather as an educational tool that plays a vital role
in helping teachers alter and update the teaching style and conception of the
classroom to more effectively engage students in complex meaningful learning
and prepare them equitably for the demands of higher education and the world
of work.
OVERVIEW OF THE BOOK
This book is intended to help elementary, middle, and secondary educators to
incorporate the new handhelds into classroom teaching and student learning.
It is written to help teachers, school leaders, curriculum designers, technology
leaders, and teacher educators in the following ways:
1. By providing teachers with concrete step-by-step examples for how to
use handheld technology in their classrooms in ways that will foster
critical thinking and more collaborative student-directed learning
while meeting standards for content areas and technology integration.
2. By providing principals with a vision and a rationale for the use of more
economical and equitable handheld computing devices in order to take
teaching and learning to more engaged, collaborative, connected, and
powerful levels of student learning.
3. By providing technology planners and leaders, curriculum and instruction
leaders, and teacher leaders with sample lessons that they can
use with teachers to scaffold their movement toward confident adoption
of technology to make learning more meaningful and content
more connected to real life, while aligning with content standards and
technology integration requirements.
In states and districts where handhelds have been purchased for all students,
this book is offered as a launching point for their meaningful incorporation. For
teachers and schools that are experimenting, this book is intended as a means
to create meaningful models for other educators.
Individual chapters of this book provide teachers with examples of significant
and powerful tested learning activities that use handheld computers in
9 Handheld Computers as Educational Tools
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and outside the classroom. Each activity comes with student instructions that
allow the teacher to try the activity first. Some teachers may want to enlist one
of their tech-savvy students as a consultant to test-run the activity and teach it
to the teacher before the activity is introduced to the class.
Chapter 2 provides organizational and planning activities that help reveal
what students are doing, thinking, and understanding.
Chapter 3 illustrates the integration of easily accessible reference materials
linked to motivating and engaging applications for review and exploration of
information.
Chapter 4 describes uses of the handheld computer that place students at
the center of their own data gathering.
Chapter 5 presents meaningful ways to manipulate and display data to
assist in thorough conceptual understanding.
Chapter 6 illustrates how students can communicate easily using a handheld
computer to share ideas and collaborate on a joint project.
Chapter 7 promotes personal student evaluation, making it possible for
students to support and assess their own individual learning.
Chapter 8 reviews answers to commonly asked questions about handheld
computer integration that empower both teachers and students.
Each showcased activity is demonstrated with a specific application on the
PalmOne?handheld computer platform. Many applications are freeware or
relatively inexpensive applications. Application suggestions for both the
PalmOne?and Pocket PC platforms are provided when available. Each activity
has a suggested grade level and subject, learning outcomes and standards,
possible classroom approach, and extensions for other subject areas. Each activity
concludes with student processing questions, which can be used to assess
student learning.
GOING FORWARD
The new handhelds have capacities beyond even individual desk-based computers
they allow students to beam shared data to one another and continue
to learn on the bus and at home. They are ideal tools for integrating problembased
learning that clusters standards across content. Used well, they support
evidence-based teaching strategies, including cooperative learning and graphic
organizers.
Picture again a student of 150 years ago, touching chalk to a slate. With
the same stroke, a student today can graphically reorganize pages of data or
open a world of information. In this sea of possibility, teachers become more
important than ever as they guide students to be effective, selective, and
analytical and as they help students use the new tools with purpose, toward
the construction of meaning, understanding, and new knowledge.
10 Changing How We Teach and Learn With Handheld Computers
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Changing How We Teach and Learn With Handheld Computers
Authored by:
Carolyn Staudt Concord Consortium, Concord, MA
Foreword by Alan November
Description:
"Crystal clear examples that are rich in content and aligned to standards...from a leading expert in the field."
Alan November
Author and Consultant
Create a dynamic, interactive environment that extends beyond the classroom!
In this digital era, how can educators seamlessly incorporate technology into everyday classroom use? What tools will empower students, promote digital equity, and extend thoughtful learning? The economical solution is handheld and other portable technologies. In this resource, educators learn how to build learning experiences that use technology to support thinking, data analysis, and information retrieval and sharing for standards-linked learning both in and beyond the classroom.
Changing How We Teach and Learn With Handheld Computers shows how handheld computing can broaden the locales and communities in which students can grow in academic understanding. These tools enable students to collaborate and network while promoting the extension of learning beyond the time and space of a classroom.
Carolyn Staudt, a leading expert in technology integration, gives educators practical applications through:
Surefire learning activities in all content areas
Resources for downloading student-friendly software
Beaming and data sharing tips
Step-by-step processes for manipulating and displaying data
Field knowledge from classrooms already employing handhelds
Handheld devices are already a part of the students?world. Now educators can embrace this technology and create a powerful learning environment that leaves no student behind.
Paperback : 0761939962
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Hardcover : 0761939954
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Publisher:
Corwin Press
Pub Date: 12/2004
Pages: 184
Trim Size: 7" x 10"
Subject Areas:
-Classroom Applications of Technology
-Science Education
-Teaching Methods/Learning Styles
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Features:
Focuses on the next generation of leaner, less expensive technology for education
Demonstrates how to use handhelds for high levels of engagement and critical thinking
Lights a path to equity across the digital divide
Shows how to use handhelds to involve families in learning
High profile author combines practicality with NSF developed research and classroom applications
Table of Contents:
About the Author
Foreword Allan November
1. Handheld Computers as Educational Tools
2. Organizing and Planning
Daily Log
Around the World in Eight Days
Displaying Student Models
3. Referencing Information
Spelling Bee
Chemical Periodicity
Starry Sky
4. Data Gathering
Surveying Homework Practices
Fitness for Life
The Pickle Pond Study
5. Manipulating and Displaying Data
Frequent Sines
Rate of Change
Field Guide
6. Communicating and Collaborating
Viking Times Project
What If Builder
Continuous Water Cycle
7. Individual Learning and Assessment
Impacting the World's Resources
Team Check List
Concept Journaling
8. Empowering Teachers
References References
Bibliography
Index
2. http://www.sagepub.com/staudt%20foreword_7005.pdf
Foreword
Ihave known Carolyn Staudt for 15 years. Our introduction took place in
a most unusual way. I was helping a foundation, called Pioneering Partners,
that provided funds for innovative teachers to disseminate their work. Carolyn
proposal had been selected as a finalist, but everyone who read it had to ask
if it was too good to be true. Carolyn, a math/science teacher, had proposed
linking an inner-city school with a rural school through a digital network.
Student partners would work together online and produce one lab report or
test response as a result of their collaboration. This proposal was part of a
larger project that involved the interlocking of 11 geodesic domes that she built
with community support. These domes were to simulate an undersea research
station (in a former cornfield of Ohio), and her students would live and work
inside these domes as if they had been sent to the bottom of the sea in a pressurized
diving bell. While housed in the ndersea?domes throughout 7 days,
her scientist students would conduct oceanography experiments, manage their
own society, and share their data with students around the world. All the while,
they would be communicating with the above-ocean world through fiber
video links.
I had read more than 100 proposals, and nothing else came close to being
this fantastic and imaginative. It all sounded like Jacques Cousteau or 20,000
Leagues Under the Sea meets high-tech classroom. I jumped on a plane to check
out these domes and to meet Carolyn Staudt.
Carolyn proposal had actually understated the magnificence of what
she galvanized her community to build. She even had a used research sub,
equipped with robotic arms, shipped from England; it was installed in a steel
building attached to the domes. Her students were incredibly focused on carrying
out their experiments on Tilapia fish from the Amazon, the raising of hydroponic
plants, and the monitoring of physiological responses of all students while
inside the domes. Carolyn was given the grant, and teachers flocked from across
her region to learn how to immerse students in a multidisciplinary learning
environment.
It has taken this long for the technology to catch up with Carolyn
vision of immersing students in the active role of being scientists and global
vii
FM-Staudt.qxd 11/8/2004 7:53 PM Page vii
communicators. Now, every teacher does not need a million-dollar set of fiber
wired domes. We can now outfit every student with more power in their hand
then held in all the computers that were installed 15 years ago in that Ohio
cornfield.
Changing How We Teach and Learn With Handheld Computers is a result of
a decade worth of Carolyn work with teachers, designers, and inventors. This
material will help any educator who is considering using or who already uses
handhelds, from elementary grades through high school. It will help teachers
challenge students to achieve new understandings of patterns of data in math,
science, and social studies. It proposes a model in which data become the impetus
and support for critical thinking and problem solving. It will allow teachers
to help their students feel the power of real data that they generate themselves
and share with one another. Her crystal-clear examples are rich in content and
aligned to standards.
Get ready to ramp up your adventure level for teaching and learning. The
future has arrived, and it can be in your hand.
lan November
viii Changing How We Teach and Learn With Handheld Computers
FM-Staudt.qxd 11/8/2004 7:53 PM Page viii
3. Chapter 1, http://www.sagepub.com/staudt%20ch.%201_7006.pdfN
Wenli borrowed the book and planned to make a copy of it for me
Oct. 21, 2005 1. Book intro.
2. http://www.sagepub.com/staudt%20foreword_7005.pdf
3. Chapter 1, http://www.sagepub.com/staudt%20ch.%201_7006.pdf ?Q Megan Fox 2005P Building learning communities in the "Palm" of your hand: Computers in libraries Simmons college March 17. http://web.simmons.edu/~fox/pda/CIL_05_fox.pdf 2005 March 31 &?R B Chang, H. Z., Deng, Y. C., Chiang, M. C., Liao H. C. & Chan, T. W. 2005e Bringing Off-campus Students to the Digital Classroom Environment: The Design and Use of MSIE System. 222-225O The 5th IEEE International Conference on Advanced Learning Technologies (ICALT) Taiwan l F?S Tom H. Brown 2005: Beyond constructivism: Exploring future learning paradigms Education Today 2Ol 1.1
Article published in Education Today, issue 2 of 2005, Aries Publishing Company,
Thames, New Zealand.
Article by:
Dr Tom H Brown
Deputy Director
Department of Telematic Learning & Education Innovation
University of Pretoria
South Africa 0002
+27 12 420-3884 (Tel)
+27 12 420-3828 (Fax)
+27 82 908-3884 (Cell)
eMail: tom.brown@up.ac.za
Beyond constructivism:
Exploring future learning paradigms
Abstract
Educational practice is continually subjected to renewal, due to developments in information
and communication technology (ICT), the commercialisation and globalisation of education,
social changes and the pursuit of quality. Of these, the impact of ICT and the new knowledge
economy are the most significant.
Changes in our educational practice lead, in turn, to changes in our approaches to teaching
and learning. These changes also impact on our teaching and learning paradigms. Currently,
as over the past few decades, we teach and learn in a constructivist learning paradigm.
This article discusses past and present paradigm shifts in education and then explores possible
future learning paradigms in the light of the knowledge explosion in the knowledge era that we
are currently entering.
1. The impact of ICT on education
The electronic information revolution currently experienced in the world can be compared to
and reveals the same characteristics as the first information revolution started by Gutenberg
printing press. This means that, just as present-day society accepts the printing industry as
given and printed materials form an integral part of our daily existence, electronic material will
go the same way. Possibly in only a drastically shorter period than in the case of printed
material.
It is furthermore important to acknowledge the increasing role and function of technology in the
education environment. The rapid development of technology makes the concept of an
electronic learning environment a reality, in which electronic education and Internet-based
learning can play a major role.
Langlois (in Collis, 1999:374) makes the following statement: ew information technologies,
and particularly the Internet, is dramatically transforming access to information, are changing
the learning and research process, how we search, discover, teach and learn...?As our educational practice changes, so our approaches to teaching and learning also change.
These changes impact on our teaching and learning paradigms - our viewpoint and mindset
about teaching and learning.
2
Currently, as over the past few decades, we teach and learn in a constructivist learning
paradigm. Will we experience a change of paradigm in the near future? Will we adopt a new
learning paradigm in the next decade or two?
These questions lead us to explore new learning paradigms. But before we continue with the
exploration, let us first look back over past recent decades and review the paradigm shifts we
have already experienced.
2. Paradigm shifts in education over recent decades
The paradigm shifts that we experienced in the 20th century are well known. Some of the
prominent paradigm shifts that have taken place in education are discussed briefly.
?Reproductive learning vs productive learning
Learners?achievements were measured against their ability to reproduce subject content - in
other words, how well they could memorise and reproduce the content that the teacher
ransferred?to them. With the emphasis on productive learning, it is rather about the
application of knowledge and skills, in other words, what the learners can do after completing
the learning process. Achievement is measured against the productive contribution a learner
can make, instead of what the learner can reproduce.
?Behaviourism vs constructivism
According to a behaviouristic view of learning, a learning result is indicated by a change in the
behaviour of a learner (Skinner, 1938; Venezky & Osin, 1991). According to a constructivist
view, learning is seen as the construction of meanings by the learner (Cunningham,1991; Duffy
& Jonassen, 1991). Neither of these views can be regarded as exclusively right or wrong. It is,
however, important to know that constructivism is presently accepted as the most relevant view
of learning and that education policies, education models and education practices focus on
constructivism.
?Teacher-centred vs learner-centred
In the past, education activities focussed on the strong points, preferences and teaching style
of the teacher. That which would work best for the teacher, determined the design of the
learning environment and the nature of activities. Teacher-centeredness is also characterised
by a view that the teacher is the primary source of knowledge for learners. In a learner-centred
environment, the focus is on the strong points, preferences and learning style(s) of the
learner(s). The learning environment is designed according to the needs and possibilities of
the particular learner group.
A further distinction between teacher-centeredness and learner-centeredness lies in the
responsibility accepted for the learner learning process and learning achievement. In a
teacher-centred paradigm the teacher accepts this responsibility. Opposed to that, the learner
accepts the full responsibility for his/her own learning in a learner-centred education paradigm.
It is for this reason that self-directed learning plays such an important role in effective learnercentred
education systems. Note however, that this does not mean that the teacher or
educational institution has no responsibility to create a conducive learning environment, in
which effective learning can take place.
?Teaching-centred vs learning-centred
[At this stage, it is important to indicate that the term education be seen as the macro term
which includes the concepts teaching and learning (education = teaching + learning).]
3
Education activities in the past, were planned and executed from a teaching perspective. A
teacher would plan a teaching session (lecture) based on what the best teaching methods
would be to transfer the concerned subject content to the learners. The focus was on how to
teach. In the new paradigm, education activities are planned and executed from a learning
perspective. The emphasis is now on the learning activity and learning process of the learner.
So the focus is on how the learning, which should take place, can be optimised. n general,
there must be a conversion from a teaching to a learning culture.?(Arnold in Peters, 1999)
?Teaching vs learning facilitation
Teaching or instruction, as an activity of the teacher, is seen as an activity that relates to the
ransfer of content?(an objectivist view) within a teaching-centred education paradigm. The
presentation/delivery of a lecture or paper falls into this category. The principle of learning
facilitation follows a learning-centred education paradigm. Learning facilitation has to do with
the teacher activities, which focus on optimising the learner learning process. Just as the
word indicates, the emphasis is on the facilitation of learning.
Teachers cannot be regarded as the only source of knowledge and cannot focus on the
traditional ransfer of content?any longer. They need to focus on the facilitation of learning.
nstructional staff no longer are the fountainhead of information since the technology can
provide students with access to an infinite amount of and array of data and information. The
role of the instructor, therefore, changes to one of learning facilitator. The instructor assists
students to access information, to synthesize and interpret it and to place it in a context - in
short to transform information into knowledge.?(Kershaw & Safford, 1998:294)
?Content-based vs outcomes-based
A content-driven approach to education is characterised by curriculation and education
activities that focus on subject content. The emphasis is on the content that learners should
master and a learner receives a qualification based on the nature, amount and level (difficulty)
of subject content he/she has mastered. An outcomes-based approach to education focuses
on the learning outcomes to be reached by the learners. A typical process for curriculation in
an outcomes-based model is characterised by the formulation and selection of learning
outcomes that a learner should reach - that which the learner must be able to do on completion
of the learning process. The selection of subject content is based on the relevance thereof to
enable the learner to reach the learning outcomes.
?Content-based evaluation vs outcomes-based assessment
Content-based evaluation follows a reproductive view of learning where a learner
achievement is measured by the quantity and quality of content that are reproduced. On the
contrary, outcomes-based assessment refers to a productive view of learning where a learner
achievement is measured by the mastery learning outcomes.
3. Recent developments and trends in education
?From constructivism to social constructivism
Constructivist approaches are now also making way for social constructivism. Communities of
Practice (COPs) are evolving and beginning to play a significant role in teaching and learning
environments. The focus is on the effective and productive use of existing, social and natural
resources for learning. The real expert is not the teacher, or any other person for that matter,
but the community of practice.
Constructivism refers to learning as the construction of new meanings (knowledge) by the
learner him/herself. Social constructivism refers to learning as the result of active participation
4
in a ommunity?where new meanings are co-constructed by the learner and his/her
ommunity?and knowledge is the result of consensus (Gruender, 1996; Savery & Duffy, 1995).
?From knowledge production to knowledge configuration
Because of the development in the field of ICT, increasing amounts of information are
accessible daily for many people in all parts of the world. The days when knowledge and
information were limited to libraries, books and experts, are over. Knowledge production is
making room for so-called knowledge configuration.
Gibbons (1998:i) expresses it as follows: niversities have been far more adept at producing
knowledge than at drawing creatively (re-configuring) knowledge that is being produced in the
distributed knowledge production system. It remains an open question at this time whether
they can make the necessary institutional adjustments to become as competent in the latter as
they have been in the former.?Educational institutions should develop the necessary competent human resources in order to
conduct and manage knowledge configuration effectively. his requires the creation of a
cadre of knowledge workers - people who are expert at configuring knowledge relevant to a
wide range of contexts. This new corps of workers is described in the text as problem
identifiers, problem solvers, and problem brokers.?Gibbons (1998:i)
Where educational institutions greatly emphasised the generation of content for learning
programmes in the past, the storage and re-use of content will become more important. The
generating of certain content might possibly not even happen at or through the institution itself,
but elsewhere. The educational institution could possibly, in such a case, give attention to the
evaluation, processing and packaging of the content. ver 90% of the knowledge produced
globally is not produced where its use is required. The challenge is how to get knowledge that
may have been produced anywhere in the world to the place where it can be used effectively in
a particularly problem-solving context.?(Gibbons, 1998:i)
These paradigm shifts in education have contributed to the ever-growing need to innovate our
educational practice and to explore new learning paradigms. Cognisance needs to be taken of
the fact that ICT developments are impacting educational practice and that we will, in the near
future, experience shifts in learning paradigms.
4. Exploring and anticipating future learning paradigms
Learning paradigms are already starting to shift beyond the changes experienced in the 20th
century in terms of the role of teaching and learning. While the role of the teacher first shifted
from eaching?to earning facilitation? the latest shift is towards acilitated and supported
enquiry? Soloway (2003), for example, argues that inquiry into authentic questions generated
from student experiences is now the central strategy for teaching.
The following is a summary of relevant highlights taken from the European Union aims for
2010 (Oliveira, 2003):
?We should experience a shift from PC centeredness to ambient intelligence. The ICT
environment should become personalised for all users. The surrounding environment
should be the interface and technology should be almost invisible. There should be infinite
bandwidth and full multimedia, with an almost 100% online community.
?Innovations in learning that we should expect are focused on personalised and adaptive
learning, dynamic mentoring systems and integrating experienced based learning into the
classroom. Research should be done on new methods and new approaches to learning
with ICT.
5
?Learning resources should be digital and adaptable to individual needs and preferences. Elearning
platforms should support collaborative learning. There should be a shift from
courseware to performanceware focused on professional learning for work.
?ICTs should not be an add-on but an integrated part of the learning process. Access to
mobile learning should be enhanced through mobile interfaces.
These highlights from the EU bold but realistic aims for 2010 provide a couple of important
indicators for the near future.
The knowledge economy and the accompanying commoditisation of knowledge and available
information, have prompted a further step in the process. Nyiri (2002:2) quotes Marshall
McLuhan: he sheer quantity of information conveyed by press-magazines-film-TV-radio far
exceeds the quantity of information conveyed by school instruction and texts.?This
observation does not even mention the magnitude of information freely available on the
Internet. Therefore contemporary educational paradigms focus not only on the production of
knowledge, but are beginning to focus more and more on the effective
application/integration/manipulation/etc. of existing information and knowledge.
A new type of literacy is also emerging, namely information navigation. Brown (1999:6)
describes this as follows: believe that the real literacy of tomorrow will have more to do with
being able to be your own private, personal reference librarian, one that knows how to navigate
through the incredible, confusing, complex information spaces and feel comfortable and located
in doing that. So navigation will be a new form of literacy if not the main form of literacy for the
21st century.?According to Gartner (2003) the new knowledge economy is merely in its emerging stages and
will only reach maturity from 2010 onwards. This is clearly indicated in figure 1 taken from
Gartner (2003).
Figure 1: The rise of the knowledge era (Gartner, 2003)
6
We have already experienced enormous challenges in coping with the current overflow of
available information. It is difficult to imagine what it will be like when the knowledge economy
is in its prime...
It is estimated that by the year 2010 the world knowledge will be doubling every 11 hours.
hile the world codified knowledge base (i.e. all historical information in printed books and
electronic files) doubled every 30 years in the earlier part of this century, it was doubling every
seven years by the 1970s. Information library researchers say that by the year 2010, the
world codified knowledge will double every 11 hours.?(Bontis, 2002:22)
Just imagine the extensive information overload we will experience in a situation where the
world knowledge doubles every 11 hours! Not even to think about the growth after that...
This future scenario will have an enormous impact on information processing and most
definitely on our learning processes and learning paradigms that are currently still very much
founded in a content and knowledge production paradigm.
So what will future learning paradigms then look like?
To answer this question, we need to explore what lies beyond constructivism.
Figure 2 below summarises the paradigm shifts we have experienced in the past and proposes
a possible paradigm shift envisaged for the future. A discussion of the paradigm shifts as
shown in Figure 2 is presented in Table 1.
7
Figure 2: Exploring and anticipating learning paradigms beyond constructivism
Exploring and anticipating learning paradigms beyond constructivism
Past Present Future
Knowledge Adoption
Knowledge Production
Knowledge Navigation
learn = study learn = research learn = evaluate / navigate
rote learning active and productive learning
navigating, evaulating, integrating,
problem solving and communicating
behaviourism constructivism navigationism / evaluationism
social
constructivism
teaching / instruction learning facilitation mentoring and coaching
guided research
/ supported
inquiry
The teacher is the primary source
of knowledge [source of
the WHAT]
The teacher is one of the sources of
knowledge [source of the WHAT and
assisting with the HOW]
The teacher is the source of skills and
competencies required to navigate
[source of the HOW]
Knowledge creation is for some elites
and knowledge is already in place
Knowledge creation / production is
the central issue
Knowledge creation is a side/implied
issue. The central issue is to be able
to navigate within the enormous
knowledge explosion
The focus of learning is on gaining
knowledge
The focus of learning is on creating
knowledge
The focus of learning is on navigating
in the ocean of available knowledge
8
Exploring and anticipating learning paradigms beyond constructivism
Past Present Future
The knowledge adoption era: The knowledge production era: The knowledge navigation era:
During this era the emphasis was on
knowledge adoption. Learning was
seen as the activity of studying.
Successful learning took place when
learners mastered the content and
rote learning was the means through
which this outcome was usually
achieved. A change in the behaviour of
the learners was the aim of this learning
paradigm called behaviourism.
In this paradigm, the role of the teacher
was to teach. Teaching or instruction
was the obvious activity of the master
subject expert - the teacher - because
he/she was the source of knowledge.
The teacher was the age on the
stage?and the primary source of the
WHAT that was to be taught.
Knowledge creation was actually only
for the elite and it was usually accepted
that the knowledge was already there
and learners just had to gain the
knowledge - thus the focus of learning
was on aining?knowledge.
This is the contemporary learning paradigm
where the emphasis is now on knowledge
production. Learning is seen as the activity
of inquiry and research. Successful learning
takes place when learners are engaged in
active learning tasks that guide them to
create their own new meanings (knowledge).
Productive and experiential learning are
the means through which this outcome is
usually achieved. The construction of new
knowledge is the aim of this learning paradigm
called constructivism.
In this paradigm, the role of the teacher is to
facilitate the learning process. Learning
facilitation is the obvious activity of the teacher
because he/she is only one of the sources of
knowledge. The teacher is the uide on the
side?that allows him to be only one of the
sources of WHAT should be learned, but also
the source of HOW to learn. Knowledge
production/creation is the central issue of what
teaching and learning is about - thus the focus
of learning is on reating?roducing?knowledge.
In this new learning paradigm that we are already
rapidly moving towards, the emphasis will be on
knowledge navigation. Learning is seen as the
activity of exploring, evaluating, manipulating,
integrating and navigating. Successful learning
takes place when learners solve contextual real
life problems through active engagement in
problem solving activities and extensive
communication and collaboration. The aim of
these activities is not to gain or create knowledge,
but to solve problems. Knowledge is, of course,
being created in the process, but knowledge
creation is not the focus of the activities per se.
Navigating skills are required to survive in the
knowledge era learning paradigm called
navigationism.
In this paradigm, the role of the teacher is to
coach the learners in HOW to navigate - to be
their mentor in the skills and competencies
required in the knowledge era. The teacher is the
oach in touch?with the demands and survival
skills of the knowledge era. Knowledge navigation
is the central issue of what teaching and learning
is about - thus the focus of learning is on
avigating?in the ocean of available knowledge.
Table 1: Discussion of the paradigm shifts as shown in Figure 2
9
Thus I argue that avigationism?might be the new learning paradigm that lies beyond
constructivism.
I am convinced that constructivism is a step we took - a very big leap over a long period of time
[60 to 70 years] in the development of learning theory. I believe that we are at the brink of a
new learning paradigm breakthrough. Constructivism has been the learning paradigm during
the past few decades. And social constructivism is in my mind an intermediate or sub-step
forward towards the new learning paradigm. ICT developments are impacting educational
practice and we will, in the near future, experience their impact on learning paradigms.
I am NOT saying that constructivism is going to die. Not at all! I am not contemplating that
navigationism will eplace?constructivism or change learning theory. Constructivism will most
surely remain within the heart of learning theory. But the focus of our learning activities will
shift towards a new learning PARADIGM. In the same way, when the shift from behaviourism
to constructivism took place (and is still taking place), it never implied that behaviourism died.
Behaviourism is a very important part of our learning theory, but it is currently not the FOCUS
of our teaching and learning activities. While we are promoting constructivist activities with
learners and facilitating the learning process through being the uide on the side? it doesn
imply that our learners do not have behaviourist outcomes (change in behaviour) as well. In
the same way, constructivist outcomes will remain, but our focus in the knowledge era will shift
towards navigation.
5. Paradigm shifts and role changes
The following two tables provide a concise summary of the past and envisaged educational
paradigm shifts, as well as the past and envisaged role changes of role players within teaching
and learning environments. Tables 2 and 3 also provide a key word summary of the most
important issues in the preceding discussions in this article.
Paradigm shifts in education
Past Present Future
?knowledge adoption ?knowledge production ?knowledge navigation
?behaviourism
?objectivism
?cognitivism
?constructivism ?navigationism
?instruction ?learning facilitation ?coaching and mentoring
?information gathering ?information generation ?information navigation
?knowledge provision ?knowledge management ?knowledge facilitation
Table 2: Summary of paradigm shifts in education
10
Role Changes in education
Past Present Future
Role Player Knowledge
Adoption Era
Knowledge
Production Era
Knowledge
Navigation Era
Learner ?knowledge
adoption
?knowledge
production
?knowledge
navigation
Teacher ?instruction ?learning facilitation ?coaching and
mentoring
Instructional
Designer
?design of
instruction
?reduction of
content
?design of learning
facilitation and
learning activities
?re-/configuration of
knowledge
?design of coaching
and navigation
activities
?configuration of
navigation tools
Information
Specialist
?information
gathering and
provision
?knowledge
provision
?information
configuration
?knowledge
management
?information
facilitation
?knowledge
facilitation
Table 3: Summary of role changes in education
6. Conclusion
What lies beyond constructivism? Perhaps navigationism?
Are we planning for and anticipating the future? Are we ready to take the leap to the next
learning paradigm? Or will the ever growing and demanding knowledge era catch us all off
guard?
Institutions should move away from providing content per se to learners. We should focus on
how to enable learners to find, identify, manipulate and evaluate information and knowledge, to
integrate this knowledge in their world of work and life, to solve problems and to communicate
this knowledge to others.
Teachers and educators should become the source of HOW to navigate in the ocean of
available information and knowledge. We should become coaches and mentors within the
knowledge era.
May this article stimulate further research to define navigationism and to describe the
navigating skills we require to survive in the knowledge era.
References
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1999 Conference on Higher Education of the American Association for Higher
11
Education, March 1999, Washington, USA.
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UNESCO World Conference, Paris, France : i ?ii & 1 ?60
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Technology, 36(3):21-29
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telecommunications on post-secondary education. Higher Education 35, 285 - 298
Nyiri, K. (2002). Towards a philosophy of m-learning. Paper delivered at the IEEE international
workshop on wireless and mobile technologies in education. August 29-30, 2002,
V鉶j?University, Sweden.
Oliveira, C. (2003). Towards a knowledge society. Keynote address delivered at the IEEE
international conference on advanced learning technologies (ICALT). July 2003,
Athens, Greece.
Peters, O. (1999). The University of the Future - Pedagogical Perspectives. Paper presented
at the nineteenth world conference of the International Council for Open and Distance
Education, Vienna, Austria, 19-14 June 1999.
Savery, J.R. & Duffy, T.M. (1995). Problem Based Learning: An Instructional Model and Its
Constructivist Framework. Educational Technology, 35(5):31-38.
Skinner, B.F. (1938). The Behaviour of Organisms: An Experimental Analysis. New York:
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Soloway, E. (2003). Handheld computing: Right time, right place, right idea. Paper delivered at
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2003, Athens, Greece.
Venezky, R. & Osin, L. (1991). The Intelligent Design of Computer-Assisted Instruction. New
York: Longman# ecopy from the author, Dec. 4, 2005 D?T / McGreal, R.
Tin, Tony
Cheung, B.
Schafer, Steve 2005T The Athabasca University Digital Reading Room: Library resources for mobile students) Proceedings of the MLearn 2005 Conference Qawra, Malta IADIS June 9 ?U M Deng, Y. C., Chang, H. Z., Chang, B., Liao H. C., Chiang, M. C. & Chan, T. W. 2005` “Ask the Author”: An Academic conference supported system using wireless and mobile devices. 29-33X IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005) Tokushima, Japan Nov.28-30, 2005k?V 2005 Article on $100 laptop From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of Rory McGreal
Sent: Thursday, December 08, 2005 12:17 AM
To: mohameda@athabascau.ca
agogino@berkeley.edu
Cc: discussion@g1to1.org
Subject: RE: Re: Article on $100 laptop
Information on the $`100 laptop-
http://laptop.media.mit.edu/
Rory
-----Original Message-----
From: mohameda@athabascau.ca [mailto:mohameda@athabascau.ca]
Sent: December 7, 2005 8:03 AM
To: agogino@berkeley.edu
Cc: tom.brown@up.ac.za
rory@athabascau.ca
discussion@g1to1.org
Subject: Re: Re: Article on $100 laptop
I agree. We need to be positive and encourage the development of content
for the $100 laptop.
There will be a one-day conference at MIT on May 24, 2006 to focus on
systems, applications, content, and pedagogy for the $100 laptop. The
conference will include government, industry, and education leaders to
provide input for more active and creative learning for the $100 laptop.
As a follow-up to our article, some of us should attend this conference. I
am planning to attend.
I talked to the project manager for the $100 laptop at the World Summit in
Tunis. They are also thinking about the pedagogy and content for the $100
laptop.
Mohamed.
Mohamed Ally, Ph.D.
Director
School of Computing and Information Systems
Athabasca University
Canada
> I like the new tone. I was worried that the negatively could be
> viewed as a sort of attack on the Media Lab. Alice
>
> At 7:49 AM +0200 12/6/05, Dr Tom Brown wrote:
>>Way to go Rory!!!
>>
>>----- Original Message -----
>>From: Rory McGreal
>>To: 'Mike Sharples'
>>discussion@g1to1.org
>>Sent: Monday, December 05, 2005 4:09 PM
>>Subject: RE: Re: Article on $100 laptop
>>
>>Mike et al.
>>Here is my considerable edit. Note that I have deliberately excluded
>> the negativity and given the announcement a more upbeat tone. I hope
>> that this is acceptable. I havelso tightened up the language and added
>> a short but upbeat conclusion.
>>All the best.
>>
>>
>>From:
>>discussion-bounces@g1to1.org
>> [mailto:discussion-bounces@g1to1.org] On Behalf Of Mike Sharples
>>Sent: December 5, 2005 6:17 AM
>>To: discussion@g1to1.org
>>Subject: Fwd: Re: Article on $100 laptop
>>
>>
>>
>>>>> Marcelo Milrad 12/05/05 12:49 pm >>>
>>Hi Mike,
>>
>>Find below my contribution, see text in red in the core of the
>>document. I worked only in the introduction section and as
>>you wrote, more efforts are needed in the final section. I will
>>wait for the next version before I proceed.
>>
>>Regards.
>>/Marcelo
>>
>>PS: Please have a look at
>>http://laptop.media.mit.edu/news.ht
ml
>> in order to see how the press has covered the latest developments in
>> this topic.
>>
>>Mike Sharples wrote:
>>
>>>Hello all,
>>>
>>>At the G1:1 workshop before the WMTE conference we held an animated
>>> discussion about the MIT $100 laptop initiative. We decided to
>>>write an open letter/article to say that "a laptop is not enough" -
>>> and to indicate the social, cultural and educational implications and
>>> needs for global 1:1 learning. Sherry Hsi and I volunteered to
>>> produce a first draft of the article and it's attached. It has been a
>>> joint effort so far, and we'd like you all to add to and revise it.
>>> We're concerned that it should be a short, punchy, popular
>>>article (around 2-3 pages) rather than a verbose academic text.
>>> Please bear that in mind when making suggestions and additions! We're
>>> reasonably happy with the introduction (though suggestions are very
>>> welcome) - but more work needs to be done on adding a
>>>sentence or two to each of the recommendations, and writing a good
>>> visionary conclusion.
>>>
>>>
>>
>>This message has been checked for viruses but the contents of an
>> attachment may still contain software viruses, which could damage your
>> computer system: you are advised to perform your own checks. Email
>> communications with the University of Nottingham may be
>>monitored as permitted by UK legislation.
>>
>>_______________________________________________
>>discussion mailing list
>>discussion@g1to1.org
>>http://mail.g1to1.org/mailman/listinfo/discussion
>>
>>
>>_______________________________________________
>>discussion mailing list
>>discussion@g1to1.org
>>http://mail.g1to1.org/mailman/listinfo/discussion
>
>
> --
> Alice M. Agogino
> Roscoe and Elizabeth Hughes Distinguished Professor of Mechanical
> Engineering Chair, Berkeley Division of the UC Academic Senate
> For scheduling: contact Marilyn Kwock ,
> 510-643-5574 320 Stephens Hall 35842, 510-642-4226 (v)
510-642-8920 (f)
> agogino@berkeley.edu
> http://www.me.berkeley.edu/faculty/aagogino/# 1.
2. From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of Mary Lamon
Sent: Thursday, December 08, 2005 1:31 AM
To: Roy Pea
Cc: discussion@g1to1.org
Subject: Re: details about the $100 laptop
Hi
This may add to our knowledge about the MIT laptop
http://www.andycarvin.com/podcasts/negropontelaptop.mp3
Mary
3. From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of John Brecht
Sent: Thursday, December 08, 2005 7:01 AM
To: Roy Pea
Cc: discussion@g1to1.org
Subject: Re: details about the $100 laptop
according to the video here:
http://www.andycarvin.com/archives/2005/11/the_100_laptop.html
mirrored here:
http://www.computers.net/2005/11/video_of_the_10.html
the resolutions are:
b&w = 800x600, sunlight readable
color = 350x470; backlit
They also talk a lot about power. while they don't know the power
consumption exactly, they do say:
- target 2-3 W
- 1/4 Watt chip from AMD
- lower bitrate, lower power WiFi
- can hold C-cell batteries
- 500 charge recycleable batteries
- only moving part is the power crank
- in ebook mode everything is powered down, goal 1 minute cranking =
40min to an hour
-john
4. From: discussion-bounces@g1to1.org [mailto:discussion-bounces@g1to1.org] On Behalf Of John Brecht
Sent: Thursday, December 08, 2005 7:01 AM
To: Roy Pea
Cc: discussion@g1to1.org
Subject: Re: details about the $100 laptop
according to the video here:
http://www.andycarvin.com/archives/2005/11/the_100_laptop.html
mirrored here:
http://www.computers.net/2005/11/video_of_the_10.html
the resolutions are:
b&w = 800x600, sunlight readable
color = 350x470; backlit
They also talk a lot about power. while they don't know the power
consumption exactly, they do say:
- target 2-3 W
- 1/4 Watt chip from AMD
- lower bitrate, lower power WiFi
- can hold C-cell batteries
- 500 charge recycleable batteries
- only moving part is the power crank
- in ebook mode everything is powered down, goal 1 minute cranking =
40min to an hour
-john ?W . Cheng, H., Chang, B., Deng Y. C. & Chan, T. W. 2005H ArithmeticDesk: Computer Embedded Manipulatives for Learning Arithmetic. 144-1523 Proceedings of Artificial Intelligence in Education Amsterdamq?X % Young, M. C., Mullen, L., & Stuve, M. 20053 Are PDAs pedagogically feasible for young children? 40-42
T H E Journal 32 8 T.H.E. Journaly EDUCATIONAL technology
PERSONAL communication service systems
POCKET computers
SCHOOL children
TEACHING -- Aids & devices Article 2005/03/ Presents the results of a study on personal digital assistant (PDA), an electronic handheld information device used as an instructional tool for young school children. Factors that motivated the use of PDA in schools; Role of PDA in education; Pedagogical advantages of PDA.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=16504736 TY - JOUR
Accession Number: 16504736; Young Mi ChangMullen, LaurieStuve, Matthew; Source Information: Mar2005, Vol. 32 Issue 8, p40; Subject Term: EDUCATIONAL technologySubject Term: PERSONAL communication service systemsSubject Term: POCKET computersSubject Term: SCHOOL childrenSubject Term: TEACHING -- Aids & devices; NAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 3p; Illustrations: 1c; Document Type: Article; Full Text Word Count: 1606 0192592XT ?Y 5 Chang, S. B, Tung, K. J., Huang, H. M., & Chan, T. W. 2005Z AGQ: A Model of Student Question Generation Supported by One-on-One Educational Computing. 28-32q Proceedings of the International Conference on Computer Supported Collaborative Learning 2005: The Next 10 Years!, T. Koschmann, D. Suthers, & T.W. Chan (Eds.)G?Z 2 Susan Bull
Yanchun Cui
Harold Roebig
Mike Sharples 2005^ Adapting to different needs in different locations: Handheld computers in university education 48 - 524 Wireless and Mobile Technologies in Education (IEEE). Hiroaki Ogata
Mike Sharples
Kinshuk
Yoneo Yano Tokushima, Japan IEEE Computer Society ?[ Wenli Chen
BaoHui Zhang 2005/ 1 About this database; History of this database 1. The original is created by Wenli Chen
She worked with BaoHui Zhang per Dr. Chee Kit Looi's request
The purposes were two folds:
a. Review handheld use with studies worldwide to identify gaps in literature;
b. design a research proposal to promote handheld use in Singapore schools
The was was done between September and November, 2005
2. In order to answer call from Sherry Hsi for the "G1:1 action items",
Dec. 6, 2006, BaoHui send the database with 214 entries to the G1:1 email list.
This was with the permission of Chee Kit
3. Some very positive responses from Roy Pea, Tom Brown, Rory McGreal, now Dec. 7, 2005,
BaoHui has merged the two EndNote libraries (another one from Rory)
and included the papers that Roy and Tom sent to him
4. Dec. 9, 2005, Before I merged the files, I sorted the library by record number,
the biggest number is #322
After importing, the record number is #389 =?\ ArtStart, 2004 www.nationalgallery.org.uk ?]
Dourish, Paul 2004- What we talk about when we talk about context 19-30! Personal and Ubiquitous Computing 8 1 gD?^ 5 British Educational Communications Technology Agency, 2004k What the research says about portable ICT devices in teaching and learning: 2nd Edition Revised and Updated ICT Author Mobile Learning
TechnologyY http://www.becta.org.uk/corporate/publications/documents/Research3_Portable%20Devices.pdf BATES,A.W. 1994. Educational Multimedia in a
Networked Society. In: Educational Multimedia
and Hypermedia.Proceedings of ED-MEDIA 94
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and Hypermedia, 25-30 Jun. 1994.
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Portables for Teachers Evaluation. Coventry:
NCET/Becta.
HENNESSY, S. 1998. The Potential of Portable
Technologies for Supporting Graphing
Investigations. Milton Keynes: Open University.
LEWIN, C., SCRIMSHAW, P., MERCER, N.,
and WEGERIF, R. 2000. The KS1 Literacy
Evaluation Project Using Low Cost Computers.
Open University Centre for Language and
Communication.
McFARLANE, A. et al. 1995.Developing an
understanding of the meaning of line graphs
in primary science investigations using
portable computers. Journal of Computers in
Mathematics and Science Teaching. 14 (4),
pp.461-480.
MERCHANT, G., and MONTEITH, M. 1997.
Laptop as messenger: An exploration of the
role of portables in home-school liaison.
Reading, 31 (2), pp.22-25.
MOSELEY,D., and HIGGINS, S. 1999.
Ways forward with ICT: Effective Pedagogy
using Information and Communications
Technology for Literacy and Numeracy in
Primary Schools. Newcastle: University of
Newcastle.
NATIONAL LITERACY ASSOCIATION,
1996. London Docklands Learning Acceleration
Project. London: NLA.
PASSEY,D., 1999. Anytime, Anywhere Learning
Project Evaluation Focus. Lancaster: Lancaster
University/AAL.
PERRY,D., 2000. Portable computers in
primary schools: Literature Review. Lambeth
Education Action Zone Psion netBooks Project.
PERRY,D., 2002. Wireless networking
in schools: a decision making guide for
school leaders. London: TCT/London:
DfES/Coventry: Becta.
PERRY,D., 2003. Handheld computers (PDAs)
in schools. Coventry: Becta.
PRATT,D. 1995.Young children active and
passive graphing. Journal of Computer
Assisted Learning, 11 (3), pp.157-169.
THOMAS, A., and PETTIGREW, N. 1999.
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Department 2004 June 28 ?_ Royer, R., & Royer, J. 2004; What a concept! Using concept mapping on handheld computers 12-16$ Learning and Leading with Technology 31 5( Maps
Learning Strategies
Concept Mapping 2004/02/ When designed properly, concept mapping activities can engage students in meaningful learning. In the process of creating concept maps, students relate new information to more general concepts already held, develop fuller understandings of those general concepts, and recognize new relationships between concepts. Students engage in these activities by linking concepts to subconcepts, describing the relationships with propositions, and creating cross links. The more a concept is understood, the more valid subconcepts, links, and cross links there will be in a students? concept map. It follows then if a student creates a more complex map (a map with more subconcepts, links, and crosslinks), then the student better understands the concept. Further, as Joseph D. Novak and D. Bob Gowin discuss in their book "Learning How to Learn", meaningful learning can occur in the process of identifying relationships, more meaningful learning can occur if a student has tools that support the development of more complex maps. In spring 2003, the use of handheld computers to provide a cheaper alternative to desktop computing was investigated. But the questions became: Would concept maps with handheld computers be as complex as those created with desktop computers? Would students be motivated to use the handheld computers? and Would the teacher react favorably to handheld use? This article discusses: The Lessons; Designing Concept Mapping for Meaningful Learning; Student Reactions; and Teacher Reactions.B http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ695742 TY - JOUR
AV - Available in paper and on microfiche
Accession Number: EJ695742. Minor Descriptors: MapsLearning StrategiesConcept Mapping. Language: English. Audience: TeachersPractitioners. Source of Acquisition: International Society for Technology in Education, 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191 (Toll Free); Tel: 541-302-3777; e-mail: iste@iste.org.. Document Type: Journal ArticleReports - Descriptive 10825754 k?` Isakson, C. 2004 Websites for handheld computers 56-57 The Education Digest 69 9 >D?a
Gavin Russell
Ian Pitt 20044 Visions of a wireless future in education technologyG Informing Science and Information Technology Education Joint Conference Rockhampton QLD, Australia June 25 - 26' http://articles.iisit.org/101russe.pdf.= This paper presents our research into the possibilities to wirelessly enhance classroom teaching in a uni-versity environment. We explore current technologies, both hardware and software, and propose a vi-sion of future possibilities while detailing our own architecture and design.
Keywords: Wireless, PDA, Education, Classroom Feedback.
Introduction
Traditional lecture room teaching has numerous drawbacks. Students, for instance, don't always want to
collaborate in the process. This may be because they are too shy, too tired or simply uninterested. Many teachers over the years have accepted the fact and teaching has sometimes become a one-way channel. Students arrive, take notes and leave. We often ask the age old questions, "Does everyone understand" or "Would anybody like me to go through this topic again" or our favorite dodge at the end of a lecture, "Any questions?" which is normally quickly followed by "Okay see you next week, good-bye" before the students have a chance to react.
This lack of feedback and response from students is contrary to one of the basic Seven Principles for Undergraduate Education created by Chickering and Gamson in 1987(Chickering, A and Stephen C. E. 1996), that of encouraging communication between students and faculty.
This paper outlines possible teaching environments which would facilitate students in giving anonymous or known real-time feedback for the teacher. The teacher will see the feedback immediately and has a possibility to react depending on the comments given.
There are many possible solutions to this problem. We will first outline some of the existing solutions and the technologies involved, then propose our own system, and finally try to envisage what may arrive in the future.
Existing Solutions
ClassTalk
Since the early 1990s, many educators have been developing systems to improve classroom feedback
to promote student learning. One such early system was ClassTalk developed by Better Education Inc.
Their motivation in developing the system was , "What can a teacher do in a class of 3 to 5 students that is difficult to do in a class of 30?". (Better Education 1985). The answers they arrived at included:
o Interact with every student;
o Get all students actively involved;
o Understand what every student knows;
o Spot what each student doesn't know;
o Remedy problems in understanding when they occur;
o Check all homework;
o See what everyone is doing, and what they are not doing;
o Leave no student behind.
These observations were the basis of their initial system. The system was called the Classroom Commu-nication System or ClassTalk and it is still available today, although no longer owned by Better Educa-tion Inc.
The system, while technical, is based on a very old but sound Socratic method of learning by answering questions, and works as follows. The students are presented with a question and a list of possible re-sponses. After students choose an answer, the answers are collected and the sum of student responses is used to display a graph of overall response. Thus both the students and teacher can see the responses and, depending on the results, the teacher can decide whether it is necessary to discuss further how the answers were arrived at. If the response from the class is incorrect or wildly confused then the topic needs to be explained again, possibly in a different manner.
From a technical point of view, the system is based around scientific calculators with data ports hard-wired to a basic network. Further Information about the development of the system is contained in an excellent paper by Louis Abrahamson (Abrahamson, 1999).
EduCue's PRS
EduCue a Personal Response System was developed by Nelson Cue and C.K. Lee of HKUST (Hong Kong University of Science and Technology). This system uses a keypad and relies on the use of Infra-red Technology to provide the feedback. All questions are posed in multiple-choice format and the user simply "beams" their answer at the receiver (Figure 1.) much like changing channels on a Television. Student responses are collected, and the results displayed as a histogram (Figure 2.) using a data projec-tor.
Figure 1. EduCue's PRS System
Figure 2. Histogram of Results
This system has proved very successful and is used by many universities in the US and Asia. It has re-cently been enhanced to enable users to simplify the connection between one or more PRS infrared re-ceivers and the computer. This is done using the wireless 802.11 standard which operates in the 2.4GHz licence free frequency range. Thus many receivers spread across a large area can all contribute to the overall results.
More Modern Solutions
While the previously-mentioned solutions do provide a basic feedback system, the emerging technolo-gies of WLAN (Wireless Local Area Networks), Handheld computers (PDA's and Pocket PCs) and Cel-lular phones now present opportunities that developers in the early nineties could only have dreamed about. In his 1999 paper, Louis Abrahamson, wondered, " ..Maybe by 2003, Java with wireless net-working will be available on low-cost handhelds, that can be mass marketed to education". This day has now arrived and the possibilities are enormous.
Firstly we should perhaps look at what is happening in this emerging world of devices. We propose that there are five categories of new devices. We will quickly outline the five categories and then go into more depth with the final two, which we feel have the most potential.
1. PDA (personal digital assistants) with basic IR connectivity: These devices may be used in small groups and provide data exchange similar to the PRS system. These devices are difficult to net-work using IR and are best suited to small group tasks, or to allow students to work on solo tasks and then deliver their results to the teacher for assessment.
2. Cell Phone using WAP (Wireless application protocol): Most European Cell phones now come with WAP browsers which allow them to access WAP enabled websites. These websites are text based and would allow the teacher to implement a basic response system for students. We re-cently surveyed a first year humanities class taking an introductory CS module and found that of a class of 53 all but 1 owned a Cell phone with WAP capability. The main problem with using this system is the cost. While online the users are spending the same as they would on voice calls. This could amount to a cost of 30 for a one hour class (Prices based on current Irish cellu-lar telephone charges). This is not a solution compatible with the majority of student's finances.
3. Cell Phones capable of downloading JAVA applications. We investigated the possibility of de-veloping a JAVA application that would accumulate student response and send the result to a central server using the SMS (Small Messaging Service) available on the cellular network. This would cut the cost from 30 to approximately 0.25 but would remove the real-time feedback advantages of earlier systems. As an aside this system could be used to perform in-class tests with the students submitting their answers at the end.
4. Pocket PCs, such as the Hewlett Packard iPaq: These devices have significant advantages over the three previous devices.
1. A screen on which to display the questions; these screens are significantly bigger than those on cell phones.
2. Superior Processing Power, allowing the user to view animations or instructional videos.
3. Multiple networking options, such as WLAN and Bluetooth, which don't have the asso-ciated cost of cell phones running on telecom company networks.
5. The final group we looked at are in the development phase and are at the cutting edge of mobile technology. These new devices are based around the cell phones in group 3 but also have the ad-dition of WLAN technology, thus removing the costs associated with using cellular networks. The potential of these devices is similar to that which we will outline below for the Pocket PC devices from category 4 (above) but there will be limitations on screen sizes.
Our Vision of the WLAN enabled Pocket PC
We first looked at a Hewlet Packard iPaq 5550. The advantages of this device can be seen in any pocket PC based PDA with wireless technology.
These devices provide connectivity via multiple channels including WLAN 802.11b, Bluetooth, IrDA. This allows the devices to communicate with each other and with servers for campus communication without the costs associated with GSM Mobile Devices.
It also provides finger-print recognition, which would allow students to automatically login and have the device configured to their specific requirements. Thus everything could be stored on a server and de-vices would act like terminals. Students could just pick one up at the start of a lecture and return it at the end.
With suitable software, the devices could be used to support a variety of different types of interaction between student and lecturer, for example:
* Deliver 'Blackboard' style web-pages which give the student access to all material related to the course.
* Enable students to collaborate with one another using Bluetooth - for example sharing infor-mation, or working in groups, with each member tackling one part of a shared task or prob-lem.
* Allow simple Yes/No Feed back to lecturer, who can then respond accordingly
* Allow students to indicate areas on photos delivered to the device (e.g., anatomical images in medical classes). Indications/selections can be transmitted to the lecturer for analy-sis/marking.
* Deliver Multiple Choice tests
* Deliver various types of class test/assessment, using the fingerprint recognition to verify stu-dent identity.
* Monitor attendance and participation - students would not be able to sign in for one another.
* Using Bluetooth, students could walk up to a print station and obtain print outs of material held on the device - all charging could be done using identity verification
* Bluetooth could also be used to communicate with other devices, such as mobile phones, to allow the student to check email while off campus.
* The devices could also be used as a general-purpose student gadget/tool. Students could re-ceive email without having to go to a lab, receive announcements (no more 'I didn't get it' ex-cuses), etc.
* Deliver announcements - the sever can send information to device as soon as it is turned on, e.g., the device comes on, checks for new messages and, if device is on the server, sets some flag to notify the user that information is waiting to be collected (push technology)
* There is also the possibility of using voice over IP.
These are only a few of the possibilities.
Providing such features on a hand-held device would also have a certain novelty, which might - at least initially - encourage student participation. Of course, this might also lead students to spend more time playing with the device rather than using it for its intended purpose. However, research suggests that such behaviour, while common, is usually short-lived (Chen, Myers and Yaron, 2000).
The recent introduction of wireless internet to the public in Ireland could also contribute to the uptake of such systems. For example, a community centre could have a wireless or ADSL connection (with wire-less router attached) to provide Internet Aware electronic classrooms in geographically remote locations. Head sets could be attached (via bluetooth) to provide audio feedback to remote lecturers.
In order to realise these possibilities, it is necessary to develop a system to take advantage of all this new technology.
One approach would be to develop a suite of applications to handle specific tasks, providing similar functionality to that currently provided by Blackboard or WebCT. However, the scope of these applica-tions would need to be enormous if they are to support all the possibilities offered by wireless devices, and even then they would almost certainly constrain many users, forcing them to adapt their ideas to suit the tools available rather then utilising the medium in accordance with their own ideas.
What is needed is an architecture that provides a range of basic facilities and allows users to construct their own applications by combining and linking features as required. Such an architecture would pro-vide:
* Automatic login and configuration of devices, including checks on ID.
* Transmission of content between wireless devices (individually or collectively) and the server and other central facilities (such as printers, scanners, etc.), using various wireless transmission mechanisms.
* Transmission of data between individual wireless devices or groups, using various wireless transmission mechanisms, with the possibility of monitoring by the lecturer.
* Access to Email
* A format that supports the various types of data to be handled by the system, e.g., text, images, sounds, movies, animations, etc.. This would need to be compatible with existing formats whilst providing additional functions to support wireless operation. An XML-derived language would be one option.
The format chosen would support scripting to allow the creation of content, e.g., for quizzes, simple an-imations, etc.. Examples and templates would be included to allow non-technical users to develop con-tent for their courses. However, the use of scripting in an XML-based language would also allow more technically knowledgeable users to develop more sophisticated tests, animations and demonstrations.
In choosing a format and designing the tools to support it, we have in mind the approach used in applica-tions such as HyperCard. This would allow users to select a category that best represents their level of skill, e.g., 'authoring' 'scripting', etc.. They could then interact with the material at the indicated level, e.g., changing the text in a pre-defined quiz to suit their subject, cutting-and-pasting elements from ex-amples to create interactive demos and animations, or scripting their own demos and animations from scratch.
While we are currently developing mainly with handheld Pocket PC based devices, we are keeping our development architecture flexible so that as the devices in category 5 begin to emerge we can quickly port the system to these new phones.
Conclusion
This paper has presented some of the history associated with using wireless devices as tools for improv-ing the standard of education we deliver. We have also outlined our vision for the future possibilities of these devices. Currently we are working on trial feedback systems and hope to carry out testing with our students over the coming months. At a recent lecture we introduced some of our students to the possi-bilities of this project. Their reactions were very positive with everyone agreeing it was a system they would like to try. Students have already started volunteering to get involved in the project which is an increase in classroom participation before we even start trials.
References
Abrahamson, L (1999) Teaching with Classroom Communication System - What it
Involves and Why it Works - 7th International Workshop "New Trends in Physics Teaching",
Puebla, Mexico, May 27-30, 1999.
Better Education 1985 .Detter Educations Vision. Retrieved December 1, 2003 from http://www.bedu.comindex.html
Chickering, A and Stephen C. E. (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October 1996, pp. 3-6.
Chen, F., Myers, B., and Yaron, D. (2000) Using Handheld Devices for Tests in Classes. Carnegie Mel-lon University School of Computer Science Technical Report, no. CMU-CS-00-152 and Human Com-puter Interaction Institute Technical Report CMU-HCII-00-101. July, 2000 2004 >vL?b
20044 Visions of a Wireless Future in Education TechnologyG Informing Science and Information Technology Education Joint Conference Rockhampton QLD, Australia June 25 - 26= This paper presents our research into the possibilities to wirelessly enhance classroom teaching in a uni-versity environment. We explore current technologies, both hardware and software, and propose a vi-sion of future possibilities while detailing our own architecture and design.
Keywords: Wireless, PDA, Education, Classroom Feedback.
Introduction
Traditional lecture room teaching has numerous drawbacks. Students, for instance, don't always want to
collaborate in the process. This may be because they are too shy, too tired or simply uninterested. Many teachers over the years have accepted the fact and teaching has sometimes become a one-way channel. Students arrive, take notes and leave. We often ask the age old questions, "Does everyone understand" or "Would anybody like me to go through this topic again" or our favorite dodge at the end of a lecture, "Any questions?" which is normally quickly followed by "Okay see you next week, good-bye" before the students have a chance to react.
This lack of feedback and response from students is contrary to one of the basic Seven Principles for Undergraduate Education created by Chickering and Gamson in 1987(Chickering, A and Stephen C. E. 1996), that of encouraging communication between students and faculty.
This paper outlines possible teaching environments which would facilitate students in giving anonymous or known real-time feedback for the teacher. The teacher will see the feedback immediately and has a possibility to react depending on the comments given.
There are many possible solutions to this problem. We will first outline some of the existing solutions and the technologies involved, then propose our own system, and finally try to envisage what may arrive in the future.
Existing Solutions
ClassTalk
Since the early 1990s, many educators have been developing systems to improve classroom feedback
to promote student learning. One such early system was ClassTalk developed by Better Education Inc.
Their motivation in developing the system was , "What can a teacher do in a class of 3 to 5 students that is difficult to do in a class of 30?". (Better Education 1985). The answers they arrived at included:
o Interact with every student;
o Get all students actively involved;
o Understand what every student knows;
o Spot what each student doesn't know;
o Remedy problems in understanding when they occur;
o Check all homework;
o See what everyone is doing, and what they are not doing;
o Leave no student behind.
These observations were the basis of their initial system. The system was called the Classroom Commu-nication System or ClassTalk and it is still available today, although no longer owned by Better Educa-tion Inc.
The system, while technical, is based on a very old but sound Socratic method of learning by answering questions, and works as follows. The students are presented with a question and a list of possible re-sponses. After students choose an answer, the answers are collected and the sum of student responses is used to display a graph of overall response. Thus both the students and teacher can see the responses and, depending on the results, the teacher can decide whether it is necessary to discuss further how the answers were arrived at. If the response from the class is incorrect or wildly confused then the topic needs to be explained again, possibly in a different manner.
From a technical point of view, the system is based around scientific calculators with data ports hard-wired to a basic network. Further Information about the development of the system is contained in an excellent paper by Louis Abrahamson (Abrahamson, 1999).
EduCue's PRS
EduCue a Personal Response System was developed by Nelson Cue and C.K. Lee of HKUST (Hong Kong University of Science and Technology). This system uses a keypad and relies on the use of Infra-red Technology to provide the feedback. All questions are posed in multiple-choice format and the user simply "beams" their answer at the receiver (Figure 1.) much like changing channels on a Television. Student responses are collected, and the results displayed as a histogram (Figure 2.) using a data projec-tor.
Figure 1. EduCue's PRS System
Figure 2. Histogram of Results
This system has proved very successful and is used by many universities in the US and Asia. It has re-cently been enhanced to enable users to simplify the connection between one or more PRS infrared re-ceivers and the computer. This is done using the wireless 802.11 standard which operates in the 2.4GHz licence free frequency range. Thus many receivers spread across a large area can all contribute to the overall results.
More Modern Solutions
While the previously-mentioned solutions do provide a basic feedback system, the emerging technolo-gies of WLAN (Wireless Local Area Networks), Handheld computers (PDA's and Pocket PCs) and Cel-lular phones now present opportunities that developers in the early nineties could only have dreamed about. In his 1999 paper, Louis Abrahamson, wondered, " ..Maybe by 2003, Java with wireless net-working will be available on low-cost handhelds, that can be mass marketed to education". This day has now arrived and the possibilities are enormous.
Firstly we should perhaps look at what is happening in this emerging world of devices. We propose that there are five categories of new devices. We will quickly outline the five categories and then go into more depth with the final two, which we feel have the most potential.
1. PDA (personal digital assistants) with basic IR connectivity: These devices may be used in small groups and provide data exchange similar to the PRS system. These devices are difficult to net-work using IR and are best suited to small group tasks, or to allow students to work on solo tasks and then deliver their results to the teacher for assessment.
2. Cell Phone using WAP (Wireless application protocol): Most European Cell phones now come with WAP browsers which allow them to access WAP enabled websites. These websites are text based and would allow the teacher to implement a basic response system for students. We re-cently surveyed a first year humanities class taking an introductory CS module and found that of a class of 53 all but 1 owned a Cell phone with WAP capability. The main problem with using this system is the cost. While online the users are spending the same as they would on voice calls. This could amount to a cost of 30 for a one hour class (Prices based on current Irish cellu-lar telephone charges). This is not a solution compatible with the majority of student's finances.
3. Cell Phones capable of downloading JAVA applications. We investigated the possibility of de-veloping a JAVA application that would accumulate student response and send the result to a central server using the SMS (Small Messaging Service) available on the cellular network. This would cut the cost from 30 to approximately 0.25 but would remove the real-time feedback advantages of earlier systems. As an aside this system could be used to perform in-class tests with the students submitting their answers at the end.
4. Pocket PCs, such as the Hewlett Packard iPaq: These devices have significant advantages over the three previous devices.
1. A screen on which to display the questions; these screens are significantly bigger than those on cell phones.
2. Superior Processing Power, allowing the user to view animations or instructional videos.
3. Multiple networking options, such as WLAN and Bluetooth, which don't have the asso-ciated cost of cell phones running on telecom company networks.
5. The final group we looked at are in the development phase and are at the cutting edge of mobile technology. These new devices are based around the cell phones in group 3 but also have the ad-dition of WLAN technology, thus removing the costs associated with using cellular networks. The potential of these devices is similar to that which we will outline below for the Pocket PC devices from category 4 (above) but there will be limitations on screen sizes.
Our Vision of the WLAN enabled Pocket PC
We first looked at a Hewlet Packard iPaq 5550. The advantages of this device can be seen in any pocket PC based PDA with wireless technology.
These devices provide connectivity via multiple channels including WLAN 802.11b, Bluetooth, IrDA. This allows the devices to communicate with each other and with servers for campus communication without the costs associated with GSM Mobile Devices.
It also provides finger-print recognition, which would allow students to automatically login and have the device configured to their specific requirements. Thus everything could be stored on a server and de-vices would act like terminals. Students could just pick one up at the start of a lecture and return it at the end.
With suitable software, the devices could be used to support a variety of different types of interaction between student and lecturer, for example:
* Deliver 'Blackboard' style web-pages which give the student access to all material related to the course.
* Enable students to collaborate with one another using Bluetooth - for example sharing infor-mation, or working in groups, with each member tackling one part of a shared task or prob-lem.
* Allow simple Yes/No Feed back to lecturer, who can then respond accordingly
* Allow students to indicate areas on photos delivered to the device (e.g., anatomical images in medical classes). Indications/selections can be transmitted to the lecturer for analy-sis/marking.
* Deliver Multiple Choice tests
* Deliver various types of class test/assessment, using the fingerprint recognition to verify stu-dent identity.
* Monitor attendance and participation - students would not be able to sign in for one another.
* Using Bluetooth, students could walk up to a print station and obtain print outs of material held on the device - all charging could be done using identity verification
* Bluetooth could also be used to communicate with other devices, such as mobile phones, to allow the student to check email while off campus.
* The devices could also be used as a general-purpose student gadget/tool. Students could re-ceive email without having to go to a lab, receive announcements (no more 'I didn't get it' ex-cuses), etc.
* Deliver announcements - the sever can send information to device as soon as it is turned on, e.g., the device comes on, checks for new messages and, if device is on the server, sets some flag to notify the user that information is waiting to be collected (push technology)
* There is also the possibility of using voice over IP.
These are only a few of the possibilities.
Providing such features on a hand-held device would also have a certain novelty, which might - at least initially - encourage student participation. Of course, this might also lead students to spend more time playing with the device rather than using it for its intended purpose. However, research suggests that such behaviour, while common, is usually short-lived (Chen, Myers and Yaron, 2000).
The recent introduction of wireless internet to the public in Ireland could also contribute to the uptake of such systems. For example, a community centre could have a wireless or ADSL connection (with wire-less router attached) to provide Internet Aware electronic classrooms in geographically remote locations. Head sets could be attached (via bluetooth) to provide audio feedback to remote lecturers.
In order to realise these possibilities, it is necessary to develop a system to take advantage of all this new technology.
One approach would be to develop a suite of applications to handle specific tasks, providing similar functionality to that currently provided by Blackboard or WebCT. However, the scope of these applica-tions would need to be enormous if they are to support all the possibilities offered by wireless devices, and even then they would almost certainly constrain many users, forcing them to adapt their ideas to suit the tools available rather then utilising the medium in accordance with their own ideas.
What is needed is an architecture that provides a range of basic facilities and allows users to construct their own applications by combining and linking features as required. Such an architecture would pro-vide:
* Automatic login and configuration of devices, including checks on ID.
* Transmission of content between wireless devices (individually or collectively) and the server and other central facilities (such as printers, scanners, etc.), using various wireless transmission mechanisms.
* Transmission of data between individual wireless devices or groups, using various wireless transmission mechanisms, with the possibility of monitoring by the lecturer.
* Access to Email
* A format that supports the various types of data to be handled by the system, e.g., text, images, sounds, movies, animations, etc.. This would need to be compatible with existing formats whilst providing additional functions to support wireless operation. An XML-derived language would be one option.
The format chosen would support scripting to allow the creation of content, e.g., for quizzes, simple an-imations, etc.. Examples and templates would be included to allow non-technical users to develop con-tent for their courses. However, the use of scripting in an XML-based language would also allow more technically knowledgeable users to develop more sophisticated tests, animations and demonstrations.
In choosing a format and designing the tools to support it, we have in mind the approach used in applica-tions such as HyperCard. This would allow users to select a category that best represents their level of skill, e.g., 'authoring' 'scripting', etc.. They could then interact with the material at the indicated level, e.g., changing the text in a pre-defined quiz to suit their subject, cutting-and-pasting elements from ex-amples to create interactive demos and animations, or scripting their own demos and animations from scratch.
While we are currently developing mainly with handheld Pocket PC based devices, we are keeping our development architecture flexible so that as the devices in category 5 begin to emerge we can quickly port the system to these new phones.
Conclusion
This paper has presented some of the history associated with using wireless devices as tools for improv-ing the standard of education we deliver. We have also outlined our vision for the future possibilities of these devices. Currently we are working on trial feedback systems and hope to carry out testing with our students over the coming months. At a recent lecture we introduced some of our students to the possi-bilities of this project. Their reactions were very positive with everyone agreeing it was a system they would like to try. Students have already started volunteering to get involved in the project which is an increase in classroom participation before we even start trials.
References
Abrahamson, L (1999) Teaching with Classroom Communication System - What it
Involves and Why it Works - 7th International Workshop "New Trends in Physics Teaching",
Puebla, Mexico, May 27-30, 1999.
Better Education 1985 .Detter Educations Vision. Retrieved December 1, 2003 from http://www.bedu.comindex.html
Chickering, A and Stephen C. E. (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October 1996, pp. 3-6.
Chen, F., Myers, B., and Yaron, D. (2000) Using Handheld Devices for Tests in Classes. Carnegie Mel-lon University School of Computer Science Technical Report, no. CMU-CS-00-152 and Human Com-puter Interaction Institute Technical Report CMU-HCII-00-101. July, 2000 2004 &?c Thornton, Patricia
Houser, Chris 2004 Using Mobile Phones in Education 3-10O The 2nd International Workshop on Wireless and Mobile Technologies in Education9 Roschelle, Jeremy
Chan, Tak-Wai
Kinshuk
Yang, Stephen J H JungLi, Taiwan IEEE Computer Society 23-25 March D?d Ally, M. 2004I Using learning theories to design instruction for mobile learning devices6 Third International Conference on Mobile Learning 2004 Rome July r?e A Liu, M., Bera, S., Corliss, S. B., Svinicki, M. D., & Beth, A. D. 2004 Understanding the connection between cognitive tool use and cognitive processes as used by xixth graders in a problem-based hypermedia learning environment 309-334) Journal of Educational Computing Research 31 3 Grade 6
Metacognition
Cognitive Processes
Hypermedia
Problem Solving
Learning Strategies
Scores
Measures (Individuals)
Computer Assisted Instruction 2004/01/Y The purpose of this study was to examine the connection between sixth graders' cognitive tool use and the cognitive processes they engage in as they solve a complex problem in a hypermedia learning environment. The three research questions were: (1) Which cognitive tools are used for which cognitive processes? (2) Is there a relationship between the extent of students' engagement in cognitive processing and their cognitive tool use? and (3) Are there any differences in cognitive tool use and performance scores between students who are engaged in different patterns of cognitive processing? The findings showed that different cognitive tools were used for different cognitive processes, and the degree of engagement in cognitive processing was positively related to the frequency of tool use. These results indicate that there is a connection between cognitive tool use and cognitive processing. In addition, tool use patterns reflected different characteristics of the learners (information processing versus metacognition oriented). Students who were more metacognitively oriented were more consistent in their tool selection, while students who were more information processing oriented were more action oriented in performing the tasks. However, there was no difference in the diversity of tool use or the performance scores between the two groups of students.B http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ683694 TY - JOUR
AV - Not available from EDRS
Accession Number: EJ683694. Minor Descriptors: Grade 6MetacognitionCognitive ProcessesHypermediaProblem SolvingLearning StrategiesScoresMeasures (Individuals)Computer Assisted Instruction. Language: English. Source of Acquisition: Baywood Publishing Company, Inc., 26 Austin Avenue, Box 337, Amityville, NY 11701. Tel: 800-638-7819 (Toll Free); Fax: 631-691-1770; e-mail: info@baywood.com.. Document Type: Journal ArticleReports - Research/Technical 07356331 ƿ?f P Nussbaum, Miguel
Aldunate, Roberto
Sfeid, Farid
Oyarce, Sergio
Gonzalez, Roberto 2004/ Ubiquitous Awareness in an Academic Environment 244-255 Mobile and Ubiquitous Information Access Workshop 2003. Mobile HCI 2003 International Workshop, Udine, Italy, September 8, 2003. Revised and Invited Papers LNCS 2954- Crestani, Fabio
Dunlop, Mark
Mizzaro, Stefano Berlin Heidelberg Springer-Verlag! Lecture Notes in Computer Science ?g Lonsdale, P
Beale, R 2004* Towards a dynamic process model of contexti To appear in Proceedings of Ubicomp 2004 workshop on Advanced Context Modeling, Reasoning and Management.[?h p Camila Cortez
Miguel Nussbaum
Raúl Santelices
Partricio Rodríguez
Gustavo Zurita
Mónica Correa
Rafael Cautivo 2004N Teaching Science with Mobile Computer Supported Collaborative Learning (MCSCL) 67-74O The 2nd International Workshop on Wireless and Mobile Technologies in Education JungLi, Taiwan IEEE Computer Society ?i B Relan, Anju
Parker, Neil
Wali, Soma
Guiton, Gretchen
Fung, Cha Chi 2004 Supporting Handheld Technologies in a Medical School Curriculum: Lessons from Three Years of Design, Development and Implementation 51-58O The 2nd International Workshop on Wireless and Mobile Technologies in Education9 Roschelle, Jeremy
Chan, Tak-Wai
Kinshuk
Yang, Stephen J H JungLi, Taiwan IEEE Computer Society 23-25 March ?j + Jones, C. G., Johnson, D. W., & Bentley, J. 2004N Role preference: Are handheld computers an educational or personal technology? 41-53( Journal of Information Systems Education 15 1 ?k , Penuel, W. R., Tatar, D. G., & Roschelle, J. 2004o The role of research on contexts of teaching practice in informing the design of handheld learning technologies 353-370) Journal of Educational Computing Research 30 4 Baywood Publishing Company, Inc.Z EDUCATION
EDUCATIONAL technology
LEARNING
RESEARCH
TEACHERS
WIRELESS communication systems Article 2004 One definition of design is "creating something new that fits with reality" (Stults, 1985). This article describes a project in which the researchers started with the intuition that new handheld-based wireless technologies held the promise of creating something new and highly desirable for K-12 education. We saw the potential for handheld-based activities to enable deeply needed formative assessment, that is, teachers' and students' own monitoring of learning for the purpose of improving teaching and learning. From prior research and our own experience, we knew of several barriers to the adoption and success of new technologies in K-12 classrooms and (separately) new science inquiry methods. Taking these barriers seriously led us to ethnographically-based activities oriented toward understanding "the reality" to which our designs needed to fit. Initial efforts to understand the variety of attitudes, experiences, and conditions in one school district caused us to make hard decisions about our priorities. In this article, we describe the realities we found and the implications we drew from them for our project, which we argue have broad import for the design of handheld technologies for schools. [ABSTRACT FROM AUTHOR]A http://search.epnet.com/login.aspx?direct=true&db=cph&an=13918328 TY - JOUR
Accession Number: 13918328; Source Information: 2004, Vol. 30 Issue 4, p353; Subject Term: EDUCATIONEDUCATIONAL technologyLEARNINGRESEARCHTEACHERSWIRELESS communication systems; Number of Pages: 18p; Document Type: Article 07356331 ?l Tom Brown 2004< The role of m-learning in the future of e-learning in Africa 197 - 2166 Distance education and technology: Issues and practice3 David Murphy
Ronnie Carr
James Taylor
Wong Tat-meng Hong Kong University of Hong Kong?m 2004Y Responding to potential of handheld devices, Inspiration launches inspiration for Palm OS 1-6 Electronic Education Report 11 10 R. R. Bowker COMPUTER software
COMPUTER software industry
EDUCATIONAL innovations
EDUCATIONAL technology
EDUCATIONAL technology industries
NEW products
UNITED States
INSPIRATION Software Inc. Article 2004/05/14/ Inspiration Software Inc. has launched the Inspiration for Palm OS software product in the U.S.
The software product will allow teachers and students to use the visual learning tool to develop and organize their ideas on Palm Powered handheld computers.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=13133938 TY - JOUR
Accession Number: 13133938; Source Information: 5/14/2004, Vol. 11 Issue 10, p1; Subject Term: COMPUTER softwareSubject Term: COMPUTER software industrySubject Term: EDUCATIONAL innovationsSubject Term: EDUCATIONAL technologySubject Term: EDUCATIONAL technology industriesSubject Term: NEW products; Subject Term: UNITED States; Company/Entity: INSPIRATION Software Inc.; NAICS/Industry Codes: 51121 Software PublishersNAICS/Industry Codes: 61171 Educational Support Services; Number of Pages: 2p; Document Type: Article 10779949 I?n Mike Curtis 2004/ Resources for handheld devices; probeware; palm Alphabet
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Handhelds
Ubiquitous Computing
Until recently, everyone assumed that educational computing required desktop computer or their cousins, the full-optioned portable. Since our founding in 1995, we have been exploring less-expensive options: handheld and small portable computers. This te
The Concord Consortium is one of the founders of the Center for Innovative Learning Technologies (CILT) and our contribution has focused on Ubiquitous Computing. The CILT/CC effort focuses on stimulating research, applications, and educational implement
Our most recent work is focused on probeware for handheld computers. We have developed new probeware software called CCProbe which is built upon the open source CC LabBook System. CCProbe works on Palms and PocketPC handheld computers as well as MacOS,
Earlier our Science Learning in Context project developed practical implementations of probeware and small computers and carefully studied them in several classrooms. Current research involves looking at handhelds equipped with inexpensive probeware in
For more information about ubiquitous computing in education, see the following:
* USight - Our site to meet all your handheld computer needs
* PIE: Palm Applications In Education - Our reviews of software for the Palm OS
* Handhelds Track Student Progress - Small portable computers have the power to change education
* Monday's Lesson - Using a handheld computer as a Field Guide
* Beam Me Up, Scottie! - Handheld computers extend the range of wireless communication in school
* The CILT Ubiquitous Computing Theme
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From: Mike Curtis [mailto:curtis@goknow.com]
Sent: Friday, July 29, 2005 1:41 PM
To: ZHANG Baohui (LST, LSL)
Subject: RE: Greetings from BaoHui, Singapore--Help with software applications on palm and Pocket PC
Hi Baohui!!
Ok, you asked a lot of questions. I can help: Here we go:
See if you can download the files at www.mobiletechnovations.com/Sandy.zip
These are a bunch of very recently created Pocket PC materials
Katy Luchini email is katy@colbry.com
Here are a couple of bibliographies, but they are a little old. They are attached.
What you need to get a hold of if you don have it is a very large report think it is by COSEN. It is digital, so you can have access to it. I think one is supposed to buy it, but I am pretty sure Elliot might have access to it. I only have a paper copy of it. If you email Elliot I think hel know what I talking about.
Finally, on a personal note, things are great here and my wife and I are expecting twins in late November! That is very exciting for me.
I am glad to hear from you and I hope you are doing very well!
Mike Curtis
Copyright 2004 GoKnow, Inc., All Rights Reserved
A 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 environments, to
prepare students and teachers for the twenty-first century??http://www.wtvi.com/teks/03_04_articles/competing_visions.html
Putting Learning in the Palm of Student's Hands
Article features n innovative program using Palm personal digital assistants (PDAs) is helping a class of
students improve their technical skills as well as helping them become more organized.?http://www.hawaiianharddrive.com/articleview.cfm?articleid=92
ICT Research: Handheld Computers in Schools
A pilot project in England to evaluate the use of handheld computers in schools, both for managing
teachers' work and for teaching and learning.
http://www.becta.org.uk/research/research.cfm?section=1&id=541
Handheld devices make inroads in the classroom
Article includes information on handheld uses, issues, student achievement and more.
http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/14
A Foothold for Handhelds
Handhelds provide students tremendous computing and learning power at about a 10th the cost of a regular
computer.
http://www.asbj.com/specialreports/0903SpecialReports/S3.html
Flashcards get new look
Handhelds are replacing timed tests on paper and this teacher has seen a noticeable improvement in math
performance because students like practicing on the computer.
http://archive.columbiatribune.com/2003/Dec/20031214News002.asp
The Write Stuff
"Handhelds computers with keyboards have transformed the writing process."
http://glef.org/EdutopiaPDF/fall03.pdf
Secrets of the Palm Queen
A Michigan media specialist makes handhelds part of students' everyday lives.
http://www.schoollibraryjournal.com/index.asp?layout=article&articleid=CA319016
Handhelds in the Classroom
Reports exactly how Handhelds are starting to be used in several P-12 schools. http://www.educationworld.
com/a_tech/tech083.shtml
Copyright 2004 GoKnow, Inc., All Rights Reserved
Ed Tech Innovations
Handheld computers provide great power and education utility at reasonable costs.
http://www.macul.org/newsletter/2002/july2002/innovatons.html
MACUL Summer Newsletter 2003
Several articles covering handheld computers in schools.
http://www.macul.org/newsletter/2003/summer2003/summer2003.html
Making Marine Science Personal and Portable
Florida elementary and high school students work together in aquatic-study projects using handhelds with
cameras and probes.
http://www.districtadministration.com/page.cfm?p=566
Handheld Computing: New Best Tech Tool Or Just a Fad?
Article provides a balanced look at the pros and cons of handheld use, and the need for adequate
preparation and training.
http://www.edweek.org/ew/newstory.cfm?slug=04palm.h21
Handhelds in Education: The Answer to 1-to-1 Computing?
This article presents the case for handhelds, provides a thorough overview of their use and forecasts where
they are going in education.
http://www.eschoolnews.com/resources/reports/hhc/
A Report Card on Handheld Computing
A short history of handhelds and discusses potentials for schools integrating handhelds into instruction.
http://www.techlearning.com/db_area/archives/TL/2002/02/handheld.html
Are You Ready?
NEA Today article describes how teachers are using handheld technology.
http://nea.org/neatoday/0304/cover.html
Handhelds Go to Class
A suburban Chicago school district takes the lead in outfitting teachers with handhelds.
http://glef.org/php/article.php?id=Art_955
California High School Students Ask for Quizzes
By using Classroom Wizard on students?handhelds, this teacher can give formative and informal
assessments during the semester to help determine how well his students understand the content.
http://www.pdaed.com/vertical/features/California.xml
Supporting Science Inquiry in K-12 Using Palm Computers: A Palm Manifesto
Rationale for why Palm computers will indeed support the academic mission of K-12 education.
http://www.pdaed.com/features/palmmanifesto.xml
Copyright 2004 GoKnow, Inc., All Rights Reserved
Education in Hand
A District Administration special issue covering the products and uses of Palm's products.
http://www.districtadministration.com/page.cfm?id=328
Personal Digital Assistants in the Middle School Classroom: Lessons in Hand
The size and ease of use makes PDAs cost effective tools in the hands of students.
http://www.ncsu.edu/meridian/sum2001/palm/index.html
A Paperless Classroom
A Kentucky teacher shows how she is using handheld computers in her classroom.
http://www.paperlessclassroom.org/story.htm
SimCalc Classroom Connectivity Project
The use of SimCalc, a tool for teaching the mathematics of change and variation, on handheld machines.
http://www.simcalc.umassd.edu/role/rolesriframe.html
Study touts classroom benefits of handheld computers
Handheld computers can improve classroom teaching practices and aid in student learning, according to
more than 100 teachers.
http://www.eschoolnews.com/news/showStory.cfm?ArticleID=3591
Handhelds in the Classroom
Creative ways for teachers to use handhelds in the classroom.
http://www.techlearning.com/shared/printableArticle.jhtml?articleID=12803444
Putting Learning in the Palm of Student's Hands
Article features n innovative program using Palm personal digital assistants (PDAs) is helping a class of
students improve their technical skills as well as helping them become more organized.?http://www.hawaiianharddrive.com/articleview.cfm?articleid=92
Handheld Learning, Leadership Model
Graphic representations of what can be done with a handheld in the classroom.
http://www.educatorspalm.org/hhl/leadership/figure4.html
http://www.educatorspalm.org/hhl/leadership/figure3.html
Using Handheld Technology in Schools (PDF)
http://www.seirtec.org/publications/NewsWire/Vol5.2.pdf
Getting a Handle on Handhelds
Some things to consider before you decide to bring handhelds into your classrooms.
http://www.electronic-school.com/2001/06/0601handhelds.html
Copyright 2004 GoKnow, Inc., All Rights Reserved
The Future of Handheld Computers in Education: A conversation with Palm, Inc.
The conversation includes discussion on the benefits of using handheld computers in education for both
teachers and students.
http://www.concord.org/newsletter/2000fall/futureofhandhelds.html
Study: PDA Good For Education
Results indicated that teachers believe PDA can be an effective instructional tool and that they have a
positive effect on student learning.
http://www.wired.com/news/school/0,1383,56297,00.htm
Powerful Learning Tool in the Palm of Their Hands
Overview on using handheld computers in the classroom.
http://www.edweek.org/ew/ew_printstory.cfm?slug=10techupdate.h20
Private school requires handheld computers for high schoolers
The article includes the school's reasoning and their plans for handheld use in the classrooms.
http://www.eschoolnews.com/news/showStory.cfm?ArticleID=2784
The latest classroom tool: hand-held computers
The article focuses on the portable accessibility of handhelds, the huge market that is developing for
handhelds, and the problem solving capabilities that are possible with handheld computers.
http://www.nsba.org/site/doc_sbn.asp?TrackID=&SID=1&DID=7804&CID=337&VID=58
Handhelds Use in Schools: Why, When and How
The rationale for using handhelds in schools and overview of five projects in Omaha area schools.
http://www.unocoe.unomaha.edu/handhelds/chapter1.htm
Bibliography:
Alford KL and Ruocco AS (2001). Integrating personal digital assistants (PDAs) into a computer
science curriculum. Paper presented to the 31st American Society for Engineering
Education/Institute of Electrical and Electronics Engineers Conference: The Future:
Impact on Engineering and Science Education, 10?3 October 2001, Nevada, USA. At
http://fie.engrng.pitt.edu/fie2001/, 23 March 2003.
Bobrowsky, W., Curtis, M., Luchini, K., Quintana, C., Soloway, E. (2002) Exploring the
affordances of handheld computers: Helping teachers engage in best practice,
Submitted to the International Conference of the Learning Sciences.
Burrill, G., Allison, J., Breaux, G., Kastberg, S., Leatham, K., & Sanchez, W. (2002). Handheld
graphing technology in secondary school mathematics: Research findings and
implications for classroom practice. Texas Instruments.
Callan S (1994). Can the use of hand-held personal computers assist transition students to
produce written work of excellent quality? Wentworth County Board of Education,
Ontario, Canada.
Crawford, V, Vahey, P, Lewis, A and Toyama, Y (2002). Palm Education Pioneers Program ?March 2002 Evaluation Report. At www.palmgrants.sri.com/findings.html, 27 March
2003.
Curtis, M., Bobrowsky, W., Luchini, K., Quintana, C., Soloway, E. (2002) Handheld Use in K-12:
A Descriptive Account, IEEE International Workshop on Wireless and Mobile
Technologies, V鉶j?University, V鉶j? Sweden
Danesh A, Inkpen K, Lau F, Shu K and Booth K (2001). GeneyTM: designing a collaborative
activity for the palm handheld computer. Paper presented to the Human Factors in
Computing Systems Conference, 31 March ?1 April 2001, Seattle, USA.
Harrison BL (2000). E-books and the future of reading. IEEE Computer graphics and
applications, 20(3), 32?9.
Hennessy S (1998). The potential of portable technologies for supporting graphing
investigations. Institute of Educational Technology, Open University. July 1998. At
http://education.leeds.ac.uk/research/groups/cssme/Hennessy.pdf, 23 January 2003.
Honey, M., Culp, K., & Carrigg, F. (2000). Perspectives on technology and education research:
Lessons from the past and present. Educational Computing Research, 23(1).
Honey, M., Light, D., & McDermott, M. (2000). Project Hiller: Year Two Report to the National
Science Foundation. New York: EDC/Center for Children and Technology.
Jipping MJ and Dieter S (2001). Using handheld computers in the classroom: laboratories and
collaboration on handheld machines. Paper presented to the Thirty Second Computer
Science Education Conference, February 2001, Charlotte, USA.
Juniu S (2002). Implementing handheld computing technology in physical education. Journal of
Physical Education, Recreation and Dance, 73 (3), 43?8.
Krajcik, J. & Starr, M. (2001). Learning Science Content in a Project-based Environment In
Tinker, R., & Krajcik, J.S. (Eds), Portable Technologies: Science Learning in Context,
Netherlands: Kluwer Publishers, October, 2001.
Loh CB (2001). Learning tools for knowledge nomads: using personal digital assistants (PDAs)
in web-based learning environments. Educational Technology, 41 (6), 5?3.
Luchini, K., W., Quintana, C., Soloway, E. (2002b) Designing Learner-Centered Scaffolded
Tools for Handheld Comptuers, IEEE International Workshop on Wireless and Mobile
Technologies, V鉶j?University, V鉶j? Sweden
Norris, C., Smolka, J., & Soloway, E. (1999). Convergent analysis: A method for extracting the
value from research studies on technology in education. Washington, D.C.: U.S.
Department of Education.
Norris, C., Smolka, J., & Soloway, E. (2001). Findings from the Snapshot Survey of K12
Educators. in preparation.
Rainger P (2002). Usability and accessibility of PDAs in education. TechDis Accessibility
Database (TAD) Team, Institute of Education, University of Sussex. Brighton, UK. At
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Cambridge, UK. Januaryuly 2001. www.cbcu.cam.ac.uk/handhelds/. 21 January 2003.
--------------------------------------------------------------------------------
From: ZHANG Baohui (LST, LSL) [mailto:bhzhang@nie.edu.sg]
Sent: Wednesday, July 27, 2005 8:16 AM
To: curtis@goknow.com
Subject: Greetings from BaoHui, Singapore--Help with software applications on palm and Pocket PC
Importance: Low
Dear Mike,
How are you?
After working at MSU for 9 months, I moved to Singapore.
I have been here for 3 weeks.
Right now I am preparing research proposals.
One of them is using pocket PC and/or Palm.
I hope to use curricula and programs developed at Hice.
Model-It on Pocket PC is certainly my favorite.
I am wondering whether you can help me to find papers about research on using pocket PC or palm applications,
I am especially interested in the books that you have written about using palm or pocket PC in schools.
Are there electronic copies of your exemplar chapters can be shared?
I will make sure to buy those books when I come to the US next year.
If others have papers and resources to help me to set up things for using pocket PC in Singapore primary and secondary schools,
could you also point me to the person(s)?
I will need to finish at least a draft proposal in order to send it to Elliot to ask for feedback.
I know that Katy Luchinni worked on Model-It on Pocket PC.
However, my email to her umich email address was returned.
Could you please help me with her new contact information?
Thank you very much for your kind help.
I really appreciate it.
Hope everything is well with you and your wife.
Best regards,
BaoHui Alphabet
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Z ?o 3 Deng, Y. C., Do, M. C. , Chang, L. J. & Chan, T.W. 2004P PuzzleView: Enhanced workspace displaying for group interaction with Tablet PCs. 205-206Z Second IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE) Taiwan ?p Metcalf, S. J., & Tinker, R. F. 2004? Probeware and handhelds in elementary and middle school science 43-49) Journal of Science Education & Technology 13 1& Springer Science & Business Media B.V. CAREER development
FEASIBILITY studies
INSTRUCTIONAL systems
MIDDLE schools
SCIENCE -- Study & teaching
TEACHING -- Aids & devices
probeware
handheld computers
middle school science learning
professional development Article 2004/03//; This paper reports a test on the feasibility and educational value of probeware and associated instructional materials in middle school science education. We addressed feasibility through consideration of costs, teacher professional development, and instructional design. In order to test our approach, we developed 2 middle school science curriculum units, 6 low-cost probes that interface between handheld Palm computers, and CCLabBook software for the Palms that presents the curriculum, interfaces with the probes for data collection and visualization, and supports guided exploration. The materials were tested by 30 teachers in the first year, and in a follow-up study by 8 of those teachers the second year. We found that teachers were able to conduct the investigations successfully in their classrooms, and that student learning was enhanced through the use of the probes and handhelds. Specifically, students experienced the physical correlation between phenomenon and modeling, which helped them to develop understanding and to confront misconceptions.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=15341971 TY - JOUR
Accession Number: 15341971; Metcalf, Shari J. 1 Email Address: shari@concord.orgTinker, Robert F. 1; Affiliations: 1: The Concord Consortium, 10 Concord Crossing, Suite 300, Concord, Massachusetts 01742.; Source Information: Mar2004, Vol. 13 Issue 1, p43; Subject Term: CAREER developmentSubject Term: FEASIBILITY studiesSubject Term: INSTRUCTIONAL systemsSubject Term: MIDDLE schoolsSubject Term: SCIENCE -- Study & teachingSubject Term: TEACHING -- Aids & devices; Author-Supplied Keyword: probewareAuthor-Supplied Keyword: handheld computersAuthor-Supplied Keyword: middle school science learningAuthor-Supplied Keyword: professional development; Number of Pages: 7p; Document Type: Article 10590145 ?q
Ted Smith 2004B Personal Digital Assistants (PDAs) in Further and Higher Education York, UK TechLearn, JISC http://www.techlearn.ac.uk/ ?r : Baumbach, D., Christopher, T., Fasimpaur, K., & Oliver, K. 2004E Personal assistants literacy using handhelds for literacy instruction 16-21$ Learning and Leading with Technology 32 2D Mass Media Use
Writing Processes
Reading Ability
Mass Media
Literacy 2004/10// The fundamental goal of literacy is to construct meaning from language. Teachers help students become literate by providing opportunities to listen to read-alouds, by persuading them to investigate their writing process, by discussing what they have heard and read, and through other activities designed to attract students to the world of words. With the emergence of 21st century technology and the use of mass media, a defi nition of literacy must include not only the ability to read and write, but also to listen, speak, and view. Handheld computers (also known as personal digital assistants) can be powerful tools for engaging students in literacy learning.B http://search.epnet.com/login.aspx?direct=true&db=eric&an=EJ695807 TY - JOUR
AV - Available in paper and on microfiche
Accession Number: EJ695807. Minor Descriptors: Mass Media UseWriting ProcessesReading AbilityMass MediaLiteracy. Language: English. Source of Acquisition: International Society for Technology in Education, 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191 (Toll Free); Tel: 541-302-3777; e-mail: iste@iste.org.. Document Type: Journal ArticleReports - Evaluative/Feasibility 10825754 ?s Just, P. 2004, PDA handhelds: Improving student performance 23-24 Media & Methods 41 1 Media & Methods EDUCATION -- Data processing
PERSONAL communication service systems
POCKET computers
PORTABLE computers
SCHOOLS -- United States Article 2004/08// This article discusses the impact of personal digital assistant (PDA) on improving student performance across U.S. schools. The portability of the PDA saves the need to take all students down to a lab and allows keyboards to be available more for a fraction of the cost of a desktop computer. One school district that is trying these devices for classroom activities is the Metropolitan School District of Wayne Township in Indianapolis, Indiana. The Metropolitan School District of Wayne Township has made a commitment to provide daily writing activities to students with the long-term goal of improving student performance. Class sets of Palm handhelds with keyboards provide new ways to practice writing. Students attach keyboards to their personal digital assistants, so they can input classroom notes, create writing summaries, do small writing assignments and work on their keyboarding skills. Their handheld information can be downloaded to desktops for presentations, spreadsheets, Word documents and other products. In Trevor Ewing and Heather Peirce's 5th grade classes, all of their students use PDA hand-helds. Students write essays, notes, ideas, directions and lessons. They create daily review questions on the PDA using its word processing software.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=14451616/ TY - JOUR
Accession Number: 14451616; Just, Pete 1; Affiliations: 1: Technical Supervisor, Wayne School District in Wayne, IN; Source Information: Aug2004, Vol. 41 Issue 1, p23; Subject Term: EDUCATION -- Data processingSubject Term: PERSONAL communication service systemsSubject Term: POCKET computersSubject Term: PORTABLE computersSubject Term: SCHOOLS -- United States; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 611 Educational Services; Number of Pages: 2p; Illustrations: 1bw; Document Type: Article; Full Text Word Count: 779 00256897 ?t ` Rowe, S.A., Arbabi, S., Hemmila, M. R., Taheri, P. A., Wang, S. C., Wahl, W. L., & Brandt, M. M. 20049 A PDA based application for burn management and education 341-342 Journal of Surgical Research 121 2h BURNS & scalds
HOSPITALS -- Administration
POCKET computers
WOUNDS & injuries -- Treatment
UNITED States Abstract 2004/10/ Introduction. Recent studies indicate that the initial assessment of burn extent is often inaccurate. Since resuscitation and management is predicated on total body surface area (TBSA) burned, inaccurate assessment adversely affects treatment decisions and outcomes. With the rising popularity of personal digital assistants (PDAs) among physicians, we felt a freely available program which utilized a PDA to guide initial evaluation and management would be useful to referring community hospitals. Methods. Using Code Warrior and Visual Build, an application was developed in C for Palm OS handheld computers. This program has no copy protection and is ?eamable??among compatible devices to facilitate its availability. Color and grayscale versions are available to allow newer devices to take advantage of high-resolution color screens while still allowing older palm devices to use the application. This application comprises two sections. The first section is interactive. A questionnaire is provided along with a Lund and Browder chart. The bedside clinician answers pertinent questions regarding age, weight, time of burn and mechanism of burn, and colors in the Lund and Browder chart with a stylus. The application then provides %TBSA burned, appropriate resuscitation volume, guidelines for treatment in the case of a specialized burn such as chemical or electrical, and whether the patient meets American Burn Association criteria for transfer to a burn center. If transfer is warranted, the clinician can enter their zip code and get a listing of nearby burn centers with contact numbers. Guidelines for transport preparation are then provided. In addition to the interactive component, the second section provides a searchable mini-textbook which covers key burn topics including inhalation injury, pediatric burns, topic epidermal necrolysis, frostbite, and local wound care. Comments. This application provides a user-friendly method to rapidly assess and treat burn ...ABSTRACT FROM AUTHOR; Copyright 2004 ElsevierA http://search.epnet.com/login.aspx?direct=true&db=aph&an=14783810, TY - ABST
Accession Number: 14783810; Rowe, S.A. 1Arbabi, S. 1Hemmila, M.R. 1Taheri, P.A. 1Wang, S.C. 1Wahl, W.L. 1Brandt, M.M. 1; Affiliations: 1: University of Michigan Department of Surgery, Ann Arbor, MI, USA; Source Information: Oct2004, Vol. 121 Issue 2, p341; Subject Term: BURNS & scaldsSubject Term: HOSPITALS -- AdministrationSubject Term: POCKET computersSubject Term: WOUNDS & injuries -- Treatment; Subject Term: UNITED States; NAICS/Industry Codes: 622 Hospitals; Number of Pages: 2p; DOI: 10.1016/j.jss.2004.07.240; Document Type: Abstract 00224804 ?u ( Tooms, A., & Acomb, M., & McGlothlin, J. 2004M The paradox of integrating handheld technology in schools:Theory vs. practice 14-24
T H E Journal 32 4 T.H.E. JournalZ EDUCATIONAL technology
HIGH technology & education
MIDDLE schools
POCKET computers
SCHOOLS Article 2004/11/ Highlights the insights garnered from conversations between principals and technology specialists about the meaning of integrating technology into schools. Details of significant events in the history of education technology; Changes in the practices of a suburban middle school in providing handheld computers to students; Reason for employing technological integration in schools.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=15339992 TY - JOUR
Accession Number: 15339992; Tooms, Autumn 1Acomb, Michael 1McGlothlin, Jason 1; Affiliations: 1: Kent State University; Source Information: Nov2004, Vol. 32 Issue 4, p14; Subject Term: EDUCATIONAL technologySubject Term: HIGH technology & educationSubject Term: MIDDLE schoolsSubject Term: POCKET computersSubject Term: SCHOOLS; NAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 4p; Document Type: Article; Full Text Word Count: 2322 0192592X ?v > Michael Curtis
Janine Kopera
Cathleen Norris
Elliot Soloway 2004H Palm OS handhelds in the elementary classroom: Curriculum and strategies1 International Society for Technology in Education) 1. http://www.iste.org/eseries/source/Orders/isteProductDetail.cfm?product_code=PALMEC
Palm OS Handhelds in the Elementary Classroom: Curriculum and Strategies
by Michael Curtis Janine Kopera Cathleen Norris & Elliot Soloway
Product Code: palmec
308 pages
ISTE, 2004
ISBN 156484208-8
NETS 1,2,3,4,5,6
NETS I,II,III,IV,V
Audience: Grade K-6 teachers, curriculum developers, technology coordinators, preservice teachers
Read more about NETS and Audience categories.
Member $40.45
Nonmember $44.95
Technology: Windows 98 or later (or Macintosh OS 9.x or later) and Internet connectivity is needed to fully utilize materials. Software on the CD-ROM can be used on most handhelds using Palm OS 3.5 or later.
?Read the Table of Contents
?Read the Chapter Excerpt
Schools and districts are moving ahead with handhelds because the technology is cost-effective and can improve access for all students. But how can elementary teachers effectively integrate these powerful little learning tools into everyday curriculum?
This book shows how, with detailed activity guides that range from small, independent lesson plans to full-fledged cross-curricular units. The authorsandheld gurus with years of experience using handhelds in the classroomrovide real answers and resour
FEATURES
Practical advice for leveraging the unique capabilities of handhelds in the elementary classroom
Guidelines for program development and setup, classroom management, and hardware and software upgrades
More than 30 thematically linked lesson plans modeling the use of educational software bundled on the accompanying CD-ROM
Comprehensive listings of hardware and software resources, content providers, and online support options
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2. Palm OS Handhelds in the Elementary Classroom: Curriculum and Strategies
Table of Contents
PREFACE xi
INTRODUCTION ?How to Use This Book 1
The Curriculum
Level 1: Lessons Based on Built-In Software
Level 2: The Gallery of Student Work
Level 3: Stand-Alone Lessons
Level 4: Thematic Units
The Book's Layout
Where to Start
CHAPTER 1. Why Handhelds in the Elementary Classroom? 5
What Is a Handheld Computer?
Why Should Elementary Teachers Consider Handhelds?
Current Handheld Trends in the Elementary Classroom
Language Arts
Science
Social Studies
Math
The School/Home Connection
Try This
Talk About
CHAPTER 2. Teaching and Learning the Basics 13
The Four-Button Basics
Must-Have Vocabulary
Anatomy of a Handheld
What Other Buttons Might Your Handheld Have?
Try This
Talk About
CHAPTER 3. Setting Up Your Handheld Program 27
Getting Started
Personal or Shared?
Strategies for Sharing
What Model?
Managing Student Work
Storing Handhelds in the Classroom
Using Protective Cases
Labeling Handhelds
Establishing a Handheld Use Policy
Devising a School or District Policy
Handling Parent Objections
Creating a Student/Parent Contract
Sending Handhelds Home
Additional Equipment
Keyboards
Presentation Devices
Cameras
Internet Connections
Science Probeware
Management of Hardware and Software
Introducing Handhelds to Your Students
Two Questions That Students Are Guaranteed to Ask
Fun Ways to Begin
First Lessons
Is It a Date? The Date Book (Calendar)
Do I Have To? The To-Do List (Tasks)
Where in the World? The Address Book (Contacts)
Can You Take a Memo? The Memo Pad (Memos)
Try This
Talk About
CHAPTER 4. Turning Your Handheld Into a Device for Learning 57
Syncing Your Handheld to a Desktop Computer
Installing the Software from the Accompanying CD-ROM
What's on the CD-ROM?
A Gallery of Student Work
Try This
Talk About
CHAPTER 5. Thematic Units 99
Space Unit: Blast Into Learning
Lesson 1: Our Star, the Sun
Lesson 2: Orbiting the Sun
Lesson 3: Phases of the Moon
Lesson 4: Creating Aliens
Lesson 5: Name That Sphere
Lesson 6: Science Fiction Stories
Plant Unit: Flower Power
Lesson 1: Plant Life Cycle
Lesson 2: Fraction Flowers
Lesson 3: Plant Parts
Lesson 4: Plant Scavenger Hunt
Lesson 5: Plant Photosynthesis
Animal Unit: Insects and More
Lesson 1: Insect Illustrations
Lesson 2: Insect Life Cycles
Lesson 3: Entomologist's Logbook
Lesson 4: Food Chains
Lesson 5: Life Science Riddles
Language Arts Unit: Reading and Writing for a Reason
Lesson 1: The Elements of a Story
Lesson 2: The Writing Process
Lesson 3: Figurative Language
Lesson 4: Handheld Haiku
Lesson 5: Nonfiction Fun
Math Unit: Math Matters
Lesson 1: Name That Number
Lesson 2: Graphing Colors
Lesson 3: Graphing Books
Lesson 4: Perimeter and Area
Lesson 5: Number Stories
Simple Machines Unit: On the Move
Lesson 1: Investigating Inclined Planes
Lesson 2: Lifting With Levers
Lesson 3: The Power of Pulleys
Lesson 4: Simple Machine Scavenger Hunt
Stand-Alone Lessons
Lesson 1: Germs Make Us Sick! (Science, Language Arts)
Lesson 2: And Justice for All (Social Studies)
Lesson 3: Character Comparisons (Language Arts)
Lesson 4: Meet My State (Social Studies, Language Arts)
CHAPTER 6. Templates, Worksheets, and Handouts 199
Monthly Handheld Helper Sheets
Five Handheld Rules to Remember (poster)
Graffiti 2 Worksheeet
Sketchy Pro Worksheet
iKWL Worksheet
Meet My Handheld 1
Meet My Handheld 2
Handheld Group Acitivity Guidelines
How Much Do You Know About Handhelds? (Pre/Post Test)
Handheld Program Feedback: Students
Handheld Program Feedback: Parents
Handheld Permission Form
Handheld Contract Between Student and School
Why Your Child Needs a Handheld for School
CHAPTER 7. Where to Find Software and Equipment 223
Strategies for Finding Software on the Internet
Downloading and Installing Software From the Internet
Finding and Downloading E-Books
PAAM: Palm OS Archive and Application Manager
Product Tables
Hardware, Software, and Content Provider Web Sites
APPENDIX A. At-a-Glance Summaries for Additional Software 261
APPENDIX B. National Educational Technology Standards 273
National Educational Technology Standards for Students (NETS)
National Educational Technology Standards for Teachers (NETS)
?2004 ISTE] 1. http://www.iste.org/eseries/source/Orders/isteProductDetail.cfm?product_code=PALMEC
2. ToC ecopy ordered from NIE library/?w McKenney, R. R. 2004Z The next level of distributed learning: The introduction of the Personal Digital Assistant 18-25 Journal of Oncology Management 13 2 Alliance Communications Group HEALTH facilities
MEDICAL centers
MEDICAL informatics
MEDICAL students
MEDICINE -- Data processing
POCKET computers
STATE universities & colleges
OHIO
UNITED States Article 2004/03/Mar/Apr2004 Handheld technology has grown in both popularity and capabilities. Studies continue to be done on their impact in numerous fields. At the Ohio State University Medical Center, a handheld program was started in 2001, initially involving third- and fourth-year medical students and residents. The presence of these digital devices presented the opportunity to examine their use in taking traditional materials and delivering them in a personal digital assistant-friendly format. The objective was to offer these materials within an ?nytime anywhere??set-up, thereby positively affecting the learning experience while also laying the foundation for other such uses.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=13088807 TY - JOUR
Accession Number: 13088807; McKenney, Robert R. 1 Email Address: mckenney.1@osu.edu; Affiliations: 1: Department of Radiology and Biomedical Informatics, The Ohio State University Medical Center, Columbus, OH; Source Information: Mar/Apr2004, Vol. 13 Issue 2, p18; Subject Term: HEALTH facilitiesSubject Term: MEDICAL centersSubject Term: MEDICAL informaticsSubject Term: MEDICAL studentsSubject Term: MEDICINE -- Data processingSubject Term: POCKET computersSubject Term: STATE universities & colleges; Subject Term: OHIOSubject Term: UNITED States; NAICS/Industry Codes: 6214 Outpatient Care Centers; Number of Pages: 8p; Document Type: Article 10619364 D?x & Beale, Russell
Lonsdale, P
Sharples, M 2004# Models for mobile context awareness AISB Quarterly 117 Summer 2004 ?y . Dan Corlett
Mike Sharples
Tony Chan
Susan Bull 20043 A Mobile Learning Organiser for University Students 35-42O The 2nd International Workshop on Wireless and Mobile Technologies in Education JungLi, Taiwan IEEE Computer Society D?z Beale, Russell
Lonsdale, P 2004a Mobile Context Aware Systems: the intelligence to support tasks and effectively utilise resources MobileHCI 2004 (to appear) p ?{ : Chen, Yuh-Shyan
Kao, Tai-Chen
Yu, Gwo-Jung
Sheu, Jang-Ping 2004O A Mobile Butterfly-Watching Learning System for Supporting Independent Learning 11-18O The 2nd International Workshop on Wireless and Mobile Technologies in Education9 Roschelle, Jeremy
Chan, Tak-Wai
Kinshuk
Yang, Stephen J H JungLi, Taiwan IEEE Computer Society 23-25 MarchD?| Nancy White 2004" M-Learning with disadvantaged kids% Full Circle Associates Community Blog
November 2 One more via Stephen (I'm still not caught up on my blog reading so diversity is slim) that builds on the last thread on podcasting. Again, what I see in Africa is the skillful and flexible application of mobile phones for a variety of communication needs. I've been harping on the opportunity for a while with a few organizations to little effect, so I was pleased to see this report of a pan-European project. It appears on Australias fine LearnScope site.
"We also learned that, just as the best e-learning is designed to be electronically delivered and supported, m-learning should not be e-learning squashed on to smaller screens.
We found most of our target audience enjoyed collaborative learning but some learners also appreciated the opportunity to work on their literacy skills in private whenever and wherever was most convenient to them. The learners learned from and supported each other but also required a lot of mentor support and encouragement and a formal, structured and supervised introductory session resulted in a more successful learner experience. However, mentors require training and support to ensure that they are confident and competent users of mobile technologies and therefore able to adequately support the learners."
I've seen tutors support predominantly web-based elearning with mobile phones, but there was no intentional design or integration. This one comes purely from the mobile phone direction. What are the integration opportunities? (I'd also note the role of mentors in this project -- facilitation, as it were!)M http://www.fullcirc.com/weblog/2004/11/m-learning-with-disadvantaged-kids.htm 2004 November 30HD?}
Baggaley, Jon 2004 M-learning how to M-teach Diverse Newsletter November Mobile learning methods offer valuable possibilities for students in remote and distant parts of the world. The article argues, however, that the promise of "m-learning" will not be fully realized until educators learn to "m-teach", experiencing their remote students' problems for themselves. The inaccessibility of common online methods in distance education (DE) is discussed, and the unreliability of standard online methods across extreme distances. The need for universal recognition of the value of online audio and video-conferencing in DE is argued, and the importance of developing social protocols in the selection and use of collaborative tools in specific online situations.5 http://csalt.lancs.ac.uk/diverse/diversenl1104jb1.htmE Introduction
After 25 years of teaching educational media on the traditional university campus, I moved into distance education (DE). Although I appreciated the opportunity to teach via the media on a daily basis, I rapidly regretted the lack of direct contact with students, and the computer console's claustrophobic solitude. In the late '90s, I added online audio-conferencing elements to my courses, and more recently interactive video elements. Using a network of old 486 PCs, I developed a basement "studio" at my home, with graphic special effects which allow me to discuss visual presentations with my students around the world, using online conferencing freeware (Baggaley, 2004, 2005). In 2003, I packed these methods into a laptop computer in order to be able to maintain my DE work from "on the road".
An opportunity to practise this "mobile teaching" approach arose between December/2003 and May/2004, when I visited 12 Asian nations (Bhutan, Cambodia, Hong Kong, India, Indonesia, Laos, Mongolia, Pakistan, the Philippines, Singapore, Thailand, and Vietnam) to conduct a review of current Asian DE methods. The tour revealed a series of contrasting styles of teleconferencing usage in Asia, and ways in which the skills and specialties of different regions can be combined to create a 21st-century, transnational DE approach (Baggaley & Ng, 2005). The tour also demonstrated how truly "placeless" modern DE has become. From urban and rural parts of Asia, I maintained my daily commitments to my students and colleagues, using a variety of dial-up, broadband cable, and wireless connections - via e-mail, instant messaging, video-conferencing, web-casting, and other Internet audio methods. I supervised student projects and theses from hotels, airports and Internet caf廥, and took part in the usual routine of university staff and committee meetings, all at little or no cost. The tour also yielded some surprises about the deficiencies of online delivery methods that distance educators commonly take for granted.
Mobile Learning and Teaching
Mobile technologies are touted as a breakthrough in distance education, providing impressive new levels of flexibility for the student (Keegan, 2002). Short messaging services (SMS) can be used to access automated course delivery materials and grades, while personal digital assistants (PDAs) offer the student a wide range of audio, video and text communications with the teacher and other students. In my Asian tour of current educational technology initiatives, I heard constant discussion of these new technologies (Rao, 2004), and saw numerous imaginative applications of them under development, notably in the open universities of Indonesia and the Philippines. By contrast, in North America the DE possibilities of the new mobile devices seem barely glimpsed. The new technologies are not so widely used there, probably because traditional telephone calls are inexpensive. The flat-rate costs of telephone calling in the US and Canada may have removed the urgency from exploring the newer media as cost-effective communication options - with the result that many N. American distance educators remain loyal to "the devil they know", the old one-on-one, telephone-tutorial and correspondence approaches. E-mail and online text-conferencing have added an electronic face to these older methods, but little has changed in the mindset of DE teachers who have been communicating with their students by letters and the telephone for thirty years.
In Asia, on the other hand, the high cost of telephone calling has spurred innovative approaches to DE that are generating numerous synchronous and multi-party collaborative techniques. In every Internet caf?on the continent, it seems, the versatile freeware Yahoo Messenger is installed, with its capacity for text, audio and video-conferencing among up to 40 participants; and thousands of students are now using the remote Internet caf廥 of Asia in access their degree course materials at the world's "mega-universities" (Daniel, 1998). These tools are made more accessible through the common use of hand-held personal digital assistants (PDAs), combining voice, e-mail and web functions. The term "online technology" has a very different meaning in the Asian context compared to that of N. America. For example, at the Indian mega-university, Indira Gandhi National Open University (IGNOU), "online" represents a total convergence of all media on the Internet, with the mandated objective of "Education For All" of India's billion inhabitants. Distance educators in N. America, by contrast, tend to consider online processes more in terms of relatively limited, text-based teaching methods.
I was able to compare the costs and efficiency of a wide range of access methods during my Asian travels, in the course of maintaining contact with my students and teaching colleagues in Canada. Figure 1 compares the costs of dial-up, broadband and wireless connections available to today's traveler in hotels, airport lounges, and in the ubiquitous Internet caf廥 and kiosks. There is a simple pattern to the varying costs of Internet access between countries. The more affluent the country, it seems, the more impossibly high the costs of an online connection. For example, an hour's wireless access in an airport lounge can cost $30 per hour in an advanced economy such as Singapore, while being available for $5 per day to the guests of a 3-star hotel in Laos. In affluent countries, a free wireless connection may easily be located during one visit, and yet be restricted to subscription customers a month later, with rates in the range of $20 per hour. Meanwhile, in remote rural parts of Asia, efficient audio-conferencing is available free of charge on the slowest of 19 kps dial-up connections, by means of locally developed high-compression techniques. In the centre of the Mongolian Gobi desert, for instance, I saw a dial-up connection used by doctors to share diagnoses of their patients' X-rays, with text/audio discussion enabled by the ubiquitous Yahoo Messenger. Across the board, however, broadband cable access points currently provide the most reliable and economical of DE access; and high-quality, cost-free video-conferencing is gaining ground among Asian DE teachers and students, who use the new collaborative and messaging tools with an easy spontaneity. They naturally gravitate to the more than adequate freeware and open source software (OSS) that is available for these functions; and their institutions have no time at all for the outlandishly priced commercial solutions hawked to them by 1st-world distributors. The commercial software vendors of the world are in for a rude awakening indeed, as the "developing" world surpasses them with its superior, home-grown, OSS alternatives.
Figure 1: Approx. 2004 costs: 2-hour Internet 'phone call from Asia to Canada.
A Day of Reckoning
Not only are the DE software vendors of the 1st-world living in something of a fool's paradise at present; so are the DE teachers. Judging by common DE practice, they seem to have little or no awareness of the DLT strides being made elsewhere - not just in Asia but also in Europe, where "voice over Internet protocol" (VOIP) methods have rapidly taken over from the costly telephone-based conferencing alternatives during the past four years. The Canadian understanding of "m-learning", for example, is rudimentary compared to that of the Philippines -described by BBCWorld (25/March/04) as the "text-messaging capital of the world", with 22 million cell 'phone users sending an average of seven SMS messages per day. Unfortunately, it is not likely that Canadian educators will gain competitive insights into these options, living as they do in a society where the technologies are not extensively used. New devices integrating voice, e-mail and web functions are burgeoning; yet, at the time of writing, the latest BlackBerry gadget providing these functions (the 7100t PDA) has not yet arrived on the Canadian market. Many distance educators also lack direct experience of the problems and high costs of online access in remote parts of the world. A good way to get such experience is to be obliged to establish regular online access in maintaining one's attendance at university meetings in N. America, from hotel rooms and Internet caf廥 in Bhutan, Cambodia and Vietnam, and in order to respond to students' questions without making them wait until one's return to the office weeks later. Yet a current Google search yields only 2,010 references to "mobile teaching" compared with 28,200 to "mobile learning". This lesser emphasis on "m-teaching" may partly be due to the reluctance of DE institutions to sanction the break with tradition that "m-teaching" represents.
It is ironic, therefore, that N. American DE institutions vigorously promote themselves to developing-country students, and are proud to publicise the number of countries from which their courses are taken. It is also somewhat na鴳e of these institutions to think it sufficient to teach their international students using the methods they have developed to teach their US and Canadian students: e.g. e-mail and web-based text-conferencing. Until directly experiencing the situation of Asian distance learners, I too had assumed that web-based and e-mail methods are appropriate for DE worldwide. This notion was rapidly scotched when I watched a DE student in Bhutan press the "Get E-mail" button and turn patiently to other work during the hour it took the message to download. From Mongolia, I sent graded assignments to 25 international students by e-mail attachment, and waited for two minutes while each one was transmitted. Batches of more than three e-mails at a time invariably failed to transmit; and I had to send the each of the 25 e-mails five times before I could tell that every student had received them. Not all Asian countries are equally advanced in their development of innovative new delivery technologies.
I also experienced the frequent impossibility of accessing the web-based materials on which the courses of my Canadian university department are based. A major reason for these problems is the often tortuous routings of e-mails and web-based materials between Asian students and their N. American teachers. At the time of writing, for instance, a web server request between the open universities of Canada and Indonesia, goes through 17 server "hops" in 5 cities (Figure 2), and e-mails between the two centers are regularly "bounced back". Again, N. American educators will have a major surprise when the DE institutions of the supposedly undeveloped world give up on these methods, and capture the international student market with techniques that enable superior communication via online messaging, audio-conferencing, and webcam media - techniques that give no problem at all over the 10-cents-per-hour broadband connections of Internet kiosks on every Asian street corner. Substantial proportions of N. American students live in remote and distant contexts too, which is the very reason they were drawn to DE in the first place. Why should they remain loyal to educational institutions that cling stubbornly to technologies which fail to communicate optimally with them?
Figure 2: Trace-route of a web 'hit': Canada to Indonesia, charted by VisualRoute
In fact, many N. American DE providers do not even begin to consider their students' technical needs. How many online teachers, for example, ever ask their students about the computer facilities and access connections at their disposal, let alone design their teaching methods to cater to them? For example, the Bhutan student mentioned earlier could be advised to communicate with his teacher via messaging techniques instead of e-mail; and students with only 128k RAM in their computers could be recommended to use the Yahoo Messenger audio-messaging application for this purpose, rather than the more elaborate applications requiring more RAM. Check techniques such as "trace-route" should be standard in the preparation of every virtual classroom, but they are not. (One such tracing tool, "VisualRoute", was used to collect the data of Figure 2.) Many online DE delivery methods are employed on the blind assumption that the students are receiving and comprehending, while the students themselves innocently assume that failures to receive the course materials and information must be the fault of their personal computer illiteracy. The lack of concern for students' facilities on the part of many online teachers is essentially no different to inviting students into the classroom, locking the door before they arrive, and refusing to give them the key.
Even if DE students do not have online access problems, their teachers cannot expect them to be satisfied with styles of teaching that emphasize e-mail and other asynchronous methods to the exclusion of other options. With a typical online class containing 30 students, it is impossible for the teacher to do constant justice to all of them via text-based methods alone. In teaching online courses where e-mail and text conferencing have been the main communication options, I have needed to send more than 2,000 individual e-mails and conferencing postings over 13 weeks. Inevitably, these messages often have to be terse. Responding in detail to graduate-studies level questions involves a heavy weekly writing load. The same amount of information can be covered in a single hour via online audio-conferencing methods; and my solution to these logistic and educational challenges has been to make a battery of online messaging techniques accessible to all members of the class.
At the beginning of each course, I determine the equipment and access speeds that each student uses (Depow et al., 2003). This information allows me to assist in diagnosing connectivity problems. I also request that my students follow specific protocols in order to optimize online communication with me. For example:
To send me a message in confidence, please use regular e-mail.
To send me a brief message requiring a brief response only, use the text-message box of Yahoo Messenger. If I am online, I will give you a top-priority, instant reply!
To send a question or comment that would be of benefit to the other course members, please make a public posting in the appropriate course text discussion.
To arrange an audio/video session with me using Yahoo Messenger, check if I am available by sending me a YM text message; failing this, e-mail me with a few alternative dates/times for us to meet.
Such disciplines are essential in online education, be it mobile or static. They help the teacher to maintain the workload, and they remind the students that the teacher is dealing with many of them simultaneously, and has to structure the working day in the same way as a physically-present teacher does on campus.
Conclusions
Recent visits to 12 Asian countries have yielded some salutary insights into the problems faced by DE students in attempting to receive and respond to their online course materials. DE providers in the 1st world are failing to serve their remote students in their selection of appropriate online technologies. E-mail and web-based techniques are unreliable as media for communication at extreme distances and with remote locations. In many parts of the world, the costs of private Internet connections are prohibitive, whereas Internet caf廥 on every street corner provide cheap and reliable messaging ("texting") and synchronous conferencing solutions, which are fast becoming the educational delivery systems for millions of students at the world's DE "mega-universities". The shift towards mobile educational techniques ("m-learning") is a valuable step towards addressing the problems of remote learners. In order to design teaching methods that take advantage of m-learning technologies, however, distance educators must first obtain a greater understanding of their remote student's access problems, by learning how to deal with the challenges of "m-teaching". Ultimately, the m-teacher and the m-learner will be able to maintain their interactions effectively via laptops well stocked with online VOIP and A/V-conferencing software. They will do this as easily and cost-effectively when "on the road" as from their home offices.
[This paper is a modified version of a presentation to the 4th Annual Conference of DIVERSE, held at InHolland University, Diemen, the Netherlands in July 2004.]
References
Baggaley, J. P. (2004). Video-conferencing from the Basement and the Suitcase. 4th Annual Conference of DIVERSE, held at InHolland University, Diemen, the Netherlands.
Baggaley, J. P. (2005). Liverom my basement studio. DIVERSE Newsletter 2 (in press).
Baggaley, J. P. & Ng, M. (2005) PANdora's Box: distance learning technologies in Asia. Learning Media Technology 1(1) (in press).
Daniel, J. (1998). Mega-universities and Knowledge Media: technology strategies for higher education. London: Kogan Page.
Depow, J., Klaas, J., Wark, N., & Baggaley, J.P. (2003). Issues affecting Canadian participation in online audio conferencing. Communiqu? Retrieved September 19, 2004, at http://www.cade-aced.ca/dynamic/en_communique_article.php3?key=22
Farrell, G. (2003). COL LMS Open Source. Vancouver: Commonwealth of Learning (COL). Retrieved September 19, 2004, at http://www.col.org/Consultancies/03LMSOpenSource.htm
Keegan, D. (2002). The Future of Learning: from eLearning to mLearning. Hagen: FernUniversitat.
Rao, M. M. (2004). Asia Unplugged: learnings from the wireless and mobile media moom in the Asia-Pacific. Retrieved September 19, 2004, at http://www.indiasage.com/asia_unplugged.asp 2005 June 4 D?~ Clyde, Laurel A. 2004
M-Learning Teacher Librarian 31 1 OctoberG http://www.teacherlibrarian.com/tltoolkit/info_tech/info_tech_32_1.html 2005 March 31 ? ( Jonsson, Ing-Marie
Nass, C
Lee, Kwan Min 2004b Mixing personal computer and handheld interfaces and devices: effects on perceptions and attitudes 71-83/ International Journal of Human-Computer Studies 61 1 ? van't Hooft, M., & Kelly, J. 2004G Macro or micro: Teaching fifth-grade economics using handheld computers 165-168 Social Education 68 2] EDUCATION
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SOCIAL sciences
TEACHING Article 2004/03/ The article discusses social sciences pedagogy for school children. Today, technology is playing an ever important role in social studies education. Internet research, historical simulations, and multimedia projects are just a few examples of how current technology is making an impact in the social studies classroom. Recently, a new tool was added to the already varied arsenal of technology in social studies, handheld computers. Initial evaluation reports have yielded baseline data indicating that a large majority of teachers consider handhelds to be effective tools in the classroom, and that handheld scan have a positive impact on student learning, especially at the elementary school level. INSETS: Handheld Software Used in the Economics Unit; Handheld Tools Available to Educators.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=12863261 TY - JOUR
Accession Number: 12863261; van't Hooft, Mark 1 Email Address: mvanthoo@kent.eduKelly, Jan 2; Affiliations: 1: Research Center for Educational Technology, Kent State University. 2: Somers Elementary School, Mogadore, Ohio.; Source Information: Mar2004, Vol. 68 Issue 2, p165; Subject Term: EDUCATIONSubject Term: EDUCATIONAL technologySubject Term: ELEMENTARY schoolsSubject Term: POCKET computersSubject Term: SOCIAL sciencesSubject Term: TEACHING; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support ServicesNAICS/Industry Codes: 6111 Elementary and Secondary Schools; Number of Pages: 5p; Document Type: Article 00377724 ? . Naismith, L
Lonsdale, P
Vavoula, G
Sharples, M 20045 Literature Review in Mobile Technologies and Learning Bristol NESTA FutureLabI http://www.nestafuturelab.org/research/reviews/reviews_11_and12/11_01.htm t ? 2004? LearnTrac and pocketclassroom designed for interactive learning
50, 51/52p-50 BizEd 3 2 ? Attewell, J., & Savill-Smith, C. 2004. Learning with mobile devices: A book of papers
London, UK& Learning and Skills Development Agency ? Hawkey, R 2004E Learning with digital technologies in museums, science, and galleries1 Literature review commissioned by NESTA FutureLab NESTA FutureLab SN? 2004# Learning goes outside the classroom Media & Methods 40 5 ?
G. Vavoula 2004S KLeOS: A Knowledge and Learning Organisation System in Support of Lifelong Learning University of Birmingham
PhD Thesis ? Goh Peck Eng, et al. 2004 An investigation on the effectiveness of the use of hand-held models in enhancing pupil's learning of atoms and molecular structure http://www.coralsec.moe.edu.sg/ ecopy! Coral Secondary School, Singapore iD? L Hairon Salleh
Nicholas Tan Yew Lee
Marissa Cyraine Wettasinghe
Chia Soo Keng 2004F Integrating PDAs in classroom learning--A Nan Chiau Primary experience Teacher's conference Singapore From: Tan Yew Lee [mailto:tan_yew_lee@moe.edu.sg]
Sent: Wednesday, October 12, 2005 9:21 AM
To: CHEN Wenli (LSL)
Cc: LOOI Chee Kit (LST, LSL); ZHANG Baohui (LST, LSL)
Subject: Re: Use of Handhelds for Learning
HI Wenli,
With ref to your attachment, may I request that you include the following:
Project PDA-Science@SHHK
Collaborative project with 5 SHHK schools (Aitong School, Tao Nan School, Chongfu Pri, Nan Chiau Pri, Kong Hwa School)
Subject area: P3 Science
Application: pupils used Palm Zire 71 to access Mangrove resources. With the customised software, the pupils visited the different stations at Sungei Buloh Wetland Reserve to record info and capture pic of the flora and fauna. Thereafter, they shared their findings with their friends when they returned to school. (http://computertimes.asia1.com.sg/ctkids/story/0,5104,2599,00.html?)
Project eN3prise Wireless
Collaborative project with 15 schools (CHIJ (OLN), Compassvale Pri, Edgefield Pri, Hougang Pri, Huamin Pri, Jiemin Pri, Nan Chiau Pri, North Spring Pri, North View Pri, Parry Pri, Peixin pri, Peiying Pri, Punggol Pri, Xishan Pri and Yio Chu Kang Pri.).
Subject area: Math, Value of money
Application: Pupils accessed webpage wirelessly at 2 Shopping Centres (total of 9 shopping centres at the northern part of Singapore) and carried out 3 learning tasks to learn the value of money. (http://computertimes.asia1.com.sg/ctkids/story/0,5104,2844,00.html?)
I have also atttached the papers which we have co-presented wtih NIE researchers (Hairon and Marissa) at Teachers' Conf 2004 for your persual.
Warm Regards
Tan Nicholas
Visit Nan Chiau Primary @ http://schools.moe.edu.sg/ncps Sent by Nicholas? Crane, E. 2004< Handhelds motivate teachers and students in Oklahoma schools 10-13 District Administration 40 Professional Media Group, LLCa EDUCATION
ELECTRONIC apparatus & appliances
HIGH schools
LAPTOP computers
MIDDLE schools
OKLAHOMA Article 2004/12/Dec2004 Supplement The article reports on the use of handhelds and laptops, which motivate teachers and students in Oklahoma schools. Handhelds are now woven into activities and instruction across all classes at Putnam's middle and high school levels. Pinpointing specific educational outcomes is difficult, but students are certainly writing more with their handhelds as well as performing analytical tasks. Significantly, the success rate for students using handhelds transcends socio-economic boundaries. Within the Putnam district, both Mayfield and Western Oaks middle schools qualify as over 50 percent free lunch and the researchers describes the student populations as transient, largely minority, and at high risk for dropping out.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=15476257} TY - JOUR
Accession Number: 15476257; Crane, Elizabeth; Source Information: Dec2004 Supplement, Vol. 40, p10; Subject Term: EDUCATIONSubject Term: ELECTRONIC apparatus & appliancesSubject Term: HIGH schoolsSubject Term: LAPTOP computersSubject Term: MIDDLE schools; Subject Term: OKLAHOMA; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 4p; Document Type: Article 15375749 ? Hoffman, R. 2004 A handheld handbook 16-22 Technology & Learning 24 10
CMP Media LLCc PERSONAL communication service systems
POCKET computers
PORTABLE computers
UNITED States
TREO Corp. Product Review 2004/05// The article evaluates several personal digital assistants (PDA) available in the U.S. Doing double duty as a cell phone and a Palm Operating System 5 PDA, the Treo 600 Communicator may be the best convergence device yet for school administrators or support staff. It has a bright color screen, a thumb keyboard for typing in text and a central processing unit and memory allotment that are reasonable. With the Treo a consumer will also get a built-in 640 by 480 resolution camera that may be used for sending a picture from the big game for immediate posting on a school's Web site. The first thing a consumer will notice about the Tungsten T3 is the screen. At twice the resolution of most PocketPC devices, this transflective 16-bit color screen is above the rest. And when the case slider is extended, it fills the space taken up by the silk screened Graffiti area in earlier Palms. This below-the-slide screen real estate can be filled with a virtual replica of the classic silk screen area, a dedicated Graffiti2 area, an on-screen keyboard, or an extended screen. The mid-range Tungsten E comes with 32 megabytes of random access memory, a Palm V-like form factor, mid-range processor, passable speaker and stereo headphone jack and crisp 16-bit color screen. Unfortunately like the T3, the combination of bright screen, more memory and speedy processor bring battery life closer to typical PocketPC levels. INSET: Palm or PocketPC?A http://search.epnet.com/login.aspx?direct=true&db=aph&an=13152253 TY - GEN
Accession Number: 13152253; Hoffman, Richard Email Address: rhoffman@nwc.com; Source Information: May2004, Vol. 24 Issue 10, p16; Subject Term: PERSONAL communication service systemsSubject Term: POCKET computersSubject Term: PORTABLE computers; Subject Term: UNITED States; Company/Entity: TREO Corp. DUNS Number: 173257809; Number of Pages: 6p; Document Type: Product Review; Full Text Word Count: 2920 10536728 Z? Dieterle, E. 20046 Handheld devices for ubiquitous learning and analyzing F? Finn, M. V. N. 2004E The handheld classroom : educational implications of mobile computing7 Australian Journal of Emerging Technologies and SocietyF? Salpeter, J. 2004- A guide to handheld computing in K-12 schools Consortium for School Networking Elementary Secondary Education
Graphing Calculators
Educational Technology
Computer Uses in Education
Teaching Methods
Access to Computers
Costs
Student Evaluation
Classroom Techniques 2004/06/ Handheld computers, sometimes known as PDAs, have been available for purchase since the mid-1990s, as have their handheld relatives, the graphing calculators. It is only in the past few years, however, that these diminutive devices have made their way into K-12 schools in numbers significant enough to allow us to draw conclusions about their educational value. While statistics from Market Data Retrieval (MDR) show that fewer than 10 percent of schools had purchased handheld computers for educational purposes by 2004, the schools represented by this small but growing number of "early adopters" offer us insight into the potential of handheld technology in a K-12 setting.B http://search.epnet.com/login.aspx?direct=true&db=eric&an=ED484979W TY - JOUR
AV - Not available from EDRS
Accession Number: ED484979. Corporate Source: Consortium for School Networking, Washington; , DC.. Minor Descriptors: Elementary Secondary EducationGraphing CalculatorsEducational TechnologyComputer Uses in EducationTeaching MethodsAccess to ComputersCostsStudent EvaluationClassroom Techniques. Language: English. Audience: TeachersAdministratorsPractitioners. Source of Acquisition: Consortium for School Networking, 1710 Rhode Island Ave, NW, Suite 900, Washington, DC 20036-3007. Web site: http://www.cosn.org.. Document Type: Reports - Descriptive ? Parker, M., & Mills, B. 2004D Graphing calculators: Handheld technology in non-traditional classes 15 Media & Methods 41 2 Media & Methodsh CALCULATORS
COMPUTER software
COMPUTERS
GRAPHIC calculators
MATHEMATICAL instruments
TABULATING machines Article 2004/09/Sep/Oct2004 This article discusses several ways in which graphing calculators can be used in different subject area classes. Using a software upgrade, graphing calculators can now be connected to a lightweight, full-sized keyboard. This turns the handheld into a word processor that can travel with students from class-to-class-to-home, actually replacing the traditional notebook. From the handhelds, files can be downloaded into a word processor, edited, and sent back to the handheld. Files can be e-mailed, printed, and even passed from handheld-to-handheld for collaborative assignments. Students can use the word-processing feature of their graphing calculators when working on research papers. They can also type interviews for specific projects into their calculators. Graphing calculators come pre-loaded with a spreadsheet application. Just like the word processing files, these spreadsheets can be saved to a computer or passed from graphing calculator to graphing calculator. In foods labs or nutrition classes, when weighing foods in grams, students can enter the data onto a spreadsheet. Graphing calculators can be networked together to create a wireless response system to take classroom polls on subjects like current elections. In any subject area, teachers can send students a set of questions and then get instant results to target instruction where it is truly needed. Graphing calculators are being used more than ever to enrich math and science education.A http://search.epnet.com/login.aspx?direct=true&db=aph&an=15206040 TY - JOUR
Accession Number: 15206040; Parker, Marilyn 1Mills, Brandy 2; Affiliations: 1: Technology Project Facilitator, Clark County School District, Las Vegas, NV 2: Social Studies teacher, Clark County's Virtual High School; Source Information: Sep/Oct2004, Vol. 41 Issue 2, p15; Subject Term: CALCULATORSSubject Term: COMPUTER softwareSubject Term: COMPUTERSSubject Term: GRAPHIC calculatorsSubject Term: MATHEMATICAL instrumentsSubject Term: TABULATING machines; NAICS/Industry Codes: 334119 Other Computer Peripheral Equipment ManufacturingNAICS/Industry Codes: 51121 Software Publishers; Number of Pages: 1p; Illustrations: 1bw; Document Type: Article; Full Text Word Count: 546 00256897 o ? Bryan Alexander 20042 Going nomadic: Mobile learning in higher education 28?5 EDUCAUSE Review 39 5n Bryan Alexander
The combination of
wireless technology
and mobile computing
is resulting in escalating
transformations of
the educational world.
The question is, how
are the wireless, mobile technologies affecting
the learning environment, pedagogy,
and campus life? To answer this
question, we must assess the current state
of affairs, surveying cyberculture globally
and historically.1 We must consider the
United States only peripherally, since it
lags behind other parts of the world in
several key trends. And we must carefully
examine the wireless, mobile learning
experience as it rapidly develops, doing
our best to grasp emergent trends.
The Contours of M-Learning
Several terms are currently being used to
refer to this new learning environment.
Wireless is perhaps the leading label, for
several reasons, including its sense of the
unwiring of connectivity and the implicit
untethering of hardware from local cabling.
The term wireless suffers from several
weaknesses, however. First, any term
that defines a negative (※less§) rather than
asserts a categorical positive risks vagueness
and ahistoricity (as does, more famously,
the term postmodern). Second,
wireless underplays the mobility aspect of
the new environment. Mobile learning, or
m-learning, covers this point better, but
this term doesn＊t imply wirelessness.
that is, I may carry a Palm without connectivity
and be mobile but not wireless.
Ubiquitous computing, or ubicomp, does a
better job of synthesizing these two features,
describing wireless, portable, mobile,
and multiple units joined in what the
Dutch GIPSY Project calls a ※device ecology.§
2 However, the term ubicomp is often
misunderstood. Mark Weiser＊s sense of
ubicomp as naturalized computing is lost
when ubiquitous computing refers to ※lots of
machines§ or ※decently ready access to
labs.§3 Finally, none of these terms really
grasp one key feature of the new milieu:
the modeling of subjects as creative, communicative
participants rather than as
passive, reception-only consumers. We
lack a term for describing the world as a
writeable and readable service, encompassing
mobile phones forming communities,
P2P handheld gaming, moblogging,
and uploading to RFID chips. For
now, and to retain the educational focus,
I＊ll use m-learning.
What does this world consist of? First
is hardware: Mobile telephony. Laptops,
increasingly wireless. Personal digital assistants,
including PalmPilots and Pocket
PCs. The Danger Hiptop. Tablet PCs.
Handheld gaming tools, such as the NGage.
MP3 players. Wireless connectivity
detectors. Bluetooth-enabled devices.
Wireless access points, which can irradiate
a room or area or be knitted into a
cloud covering a block, a campus, or an
urban sector. Digital cameras, still and
motion, which are increasingly found in
cell phones. USB drives. Fusion devices,
29 September/October 2004 EDUCAUSE r e v i e w 28 EDUCAUSE r e v i e w September/October 2004
GOING NOMADIC: MOBILE
By Bryan Alexander
使 2004 Bryan Alexander
Bryan Alexander (http://cet.middlebury.edu/bryan/) is codirector of the Center for Educational Technology at Middlebury College, where he
researches, teaches, and develops programs on the advanced uses of IT in liberal arts colleges.
LEARNING
IN HIGHER
EDUCATION
Illustration by David Lesh, 使 2004
such as combination phone/PDA/MP3-
players. RFID tags in the millions. All of
these are supported by ambitious, shifting,
emergent infrastructure networks of
connectivity, access, and payment.
What social practices are emerging
from this expanding, disruptive device
ecology? The idea of emergence is the key
rubric here as cultures grapple with and
generate new device-based practices.4
Every week produces a new twist of wireless
culture, from personal spying to
mobile-phone-based Bible lessons.5 Personal
surveillance is growing: the personal
spying hardware market has
advanced from the old X10 camera to
smaller devices, and users are repurposing
cell phones and other devices to
snoop on spouses and employers. In
American culture, speakers can curtly demand
a cell phone shut-off, whereas
other cultures allow energetic mobile
talking and texting, even in movie theaters.
More broadly, mobile and wireless
computing has altered the rhythms of social
time and has changed uses of social
space. Cell-phone-equipped urbanites
meet by triangulating fluid schedules and
shifting points on the cityscape. Texting
occurs within and between nearly every
social situation.driving, going to the theater,
attending classes.despite the abhorrently
kludgey interface, adding a secondary,
and sometimes socially oblique,
communicative layer to everyday life.
Multiple, distributed, radio-connected
devices.from bridge-sensor arrays to
Wal-Mart＊s use of RFID tags.have enabled
new orders of research, information
tracking, dataveillance, personal surveillance,
and communication. Easy
digital photography and videography
have opened new frontiers in art, such as
moblogging, while also affecting policecommunity
relations, school surveillance,
and spousal tensions. Integrated
virtual and face-to-face communities,
such as flashmobs and Hiptop Nation,
have formed, as have political, artistic,
and social groups, which move in smartmobs,
6 using mobile technologies to enhance
their cohesion and efficacy.
Those of us in higher education have
already dipped into this wave.or have
felt it wash up to our knees. Japanese
schools are developing policies to block
cheating by SMS. Some colleges have
considered ceasing to include lab funds
in their capital campaigns because labs
are being replaced by wireless lab equipment
and configureable furniture. Several
campuses, such as Dartmouth University
and American University, have
rolled out full-campus connectivity
clouds. In a widely read story last year, a
Texas law professor, feeling threatened by
the way students were using wireless connectivity
in his classroom, ostentatiously
brought a ladder to class, climbed up it,
and unplugged a ceiling-mounted wireless
access point. Posted in the Slashdot
discussion attached to its blogging of this
story were many critical responses, not
surprisingly, including negative reactions
from teachers who had already developed
pedagogies for the m-learning
world.7 In some ways, we are presently in
a state resembling the early 1990s, when
we were wiring up campus spaces for the
first time and wondering about the new
WorldWideWeb concept.
The Scales of M-Learning
To understand the scales of m-learning,
let us begin by considering a basic unit of
analysis: the individual student. Students
work differently with m-learning devices
than they do with tethered desktop computers.
Public-lab computers are precisely
that, no matter the temporal and
emotional investment of the users, who
face other people literally and informationally,
through sharing and the local
network. Even personally owned desktops
retain an external, semipublic face,
their screens readable by passersby or,
worse yet, roommates. But mobile machines
become personally intimate; they
are held close to the body.in a purse, on
the lap, in a pocket, on the floor next to
the user. Their screens are easily hidden
from prying eyes. Emotional investments
increase, even with shared devices.
Michele Forman, the 2001 National
Teacher of the Year in the United States,
notes that her high school students became
very attached to their wireless laptops.
They significantly increased their
personal writing and composition.8 Such
machines become prosthetics for information,
memory, and creativity. Are we
ready to respond to such attitudes from
IT staff, instructors, and participants in
the physical and information architectures
of campus spaces?
If we scale up our view from the student
to the classroom, we note subtle
changes in that experience. Many of the
aforementioned technologies appear by
instructor intent, classroom design, or
student interest, and practices of using
them are emerging. Multitasking has intensified
and extended as students move
more easily between applications, hardware,
and classroom elements, including
other students and, intermittantly, the instructor.
Instructors increasingly feel that
they are competing with the computermediated
world, from Google to IM, and
they respond differently. Some refuse the
multiplicity and, like the Texas law professor,
simply cut off access entirely. A
smaller, related version of this response.
the practice of commanding closed machines,
or ※shells down§.allows instructors
to separate class time cleanly and
flexibly into computer-mediated and
other. Some instructors seek to capture a
pedagogical benefit from m-learning,
using students＊ keyboard-attention drift
as an indicator of their own engagement.
At a peer level, students are using mobile
computing to shape and express their
collaborative intent: turning their machines
away from the rest of the class to
create a group subspace, or literally exchanging
hardware as a platform for
coauthored content, or sitting back-toback
and sharing big files electronically
while talking quietly.
Let us scale up from the personal, beyond
the classroom, to the campus. What
30 EDUCAUSE r e v i e w September/October 2004
Since this
technology is
mobile, students
turn ※nomad,§
carrying
conversations and
thinking across
campus spaces.
does a campus look like when students
are accustomed to reaching the Internet
from wherever they stand, stroll, or
lounge? We may be seeing the decline of
the lab and the rise of the multiconfigurable
class. After all, why raise funds for
another fixed-station lab when an mlearning
cart can bring that capability to
the classroom? One result is growing interest
in mobile chairs, desks, and displays.
A second result is an increase in
blended or hybrid learning as Internet access
and collaborative learning are enhanced
by m-learning; perhaps this is becoming
the default, expected form of
learning. A third is the rising interest in
new learning spaces such as information
commons, where wireless, mobile connectivity
admits the full informatic range
of the Internet into any niche or conversation.
Older spaces take on new pedagogical
meaning; for example, wireless
cafes allow the full range of classwork to
be deployed between a coffee and a bagel.
Moreover, since this technology is mobile,
students turn ※nomad,§ carrying
conversations and thinking across campus
spaces, as always, but now with the
ability to google a professor＊s term, upload
a comment to a class board, and
check for updates to today＊s third assignment.
all while striding across the quad.
Research also changes with this technology,
as students and faculty can place
networked sensors on campus or in the
nearby community to track usage of social
space, urbanization, or microclimates.
Data can be streamed to mobile
units and/or to student and faculty desktops.
Images can be captured and uploaded
to the Web through mobile
weblogs (moblogs). For example, a team
from Umea University in Sweden
moblogged Jokkmokk＊s 399th Annual
Sami Winter Market. Students applied
their academic learning about the Sami to
the real world, interviewing participants,
conducting follow-up digital research on
the fly, and uploading and expanding on
commentary online (http://blog.
humlab.umu.se/jokkmokk2004/). In
other (theoretical) examples, student
teams could explore an aboretum, taking
digital photographs of plants, editing and
annotating the images, and uploading
them to a campus forum while IMing
with other students elsewhere in the
greenery; researchers could deploy multiple,
intercommunicating sensors on objects
of study, then sift the information in
real time from their offices or coffeeshops,
discussing results with students
or experts elsewhere in the world;
interns and social science majors could
fan across a community, more readily
recording and sharing information than
before. Town/gown relations grow to yet
another level of complexity.
Emergent Cultural Trends
Let us consider, once more, that students
come from the smartmobbing world.
Examples are plentiful in popular journalism
and also, increasingly, in the
blogosphere.
﹥ A datapoint on texting, from Great Britain:
※A massive 20.5 billion SMS messages
31 September/October 2004 EDUCAUSE r e v i e w
were sent over the four main mobile
networks, said the Mobile Data Association,
with 1.9 billion sent in December
[2003] alone. That compared with
16.8 billion the previous year.§9
﹥ A datapoint on information on demand,
from Scandinavia: ※BioWAP facilitates
searching information from all the
major nucleotide and protein sequence
databases, as well as study
structural information and mutation
data related to immunodeficiencies.
With BioWAP it is possible to search
for general properties of sequences,
user-defined patterns and restriction
enzyme recognition sites.※10
﹥ A datapoint on cameras, from Japan:
※Nikkei BP Consulting Inc recently
revealed the results of a survey on cell
phone usage among Japanese primary
and junior high school children.
It shows that among Japanese
girls using cellular phones or personal
handyphone systems (PHSs),
72.7% of their phones had cameras.
Out of junior high school students,
30% took their cellular phone or PHS
to school, and spent 3,000 yen average
a month for data transmission.
The survey covers some 200 Japanese
mothers and their daughters, from
grade 5 of primary school to grade 3
of junior high school, or from 11 to 15
years old. All the girls live in or
around Tokyo or Osaka urban areas,
and have a mobile phone or a PHS for
their own use.§11
The flashmob craze from the summer
of 2003, the ubiquity of cell phones
among teenagers, the well-known technological
familiarity of kids.this generation
entering our schools is immersed in
cyberculture and is untethered, mobile,
and wirelessly connected.
But where is the pedagogical and scholarly
potential? In one sense, all that is new
is old again. We already know this world of
informatics everywhere: books, papers,
conversational niches, discussions for
learning potentially everywhere in our
spaces. That＊s one definition of a campus,
in fact, and is what makes a campus different
from other places. In this sense, mlearning
is conservative in the best sense
and can be viewed as deepening higher
education＊s connections to its roots.
On the other hand, consider that all the
informational and communicative power
of what the National Science Foundation
calls cyberinfrastructure12 is available to any
m-learner, at any point in space and time.
If this is where learning will happen, then
new forms of learning are emerging
around us. The IT and infrastructure
demands are clear. At the same time, information
literacy may change as students
expand their multitasking, mobile,
learning-on-demand ethos.
One example of an emergent trend is
swarming. In their book Swarming and the
Future of Conflict, John Arquilla and David
Ronfeldt describe a difference in social
formation between armies with strong
command-and-control structures and
those with distributed operations in
which units disperse, fade into everyday
life, and then suddenly appear and converge
on a target, either by prearranged
signal or by opportunity shared by information
peering. Although swarming
dates back to Napoleonic and even Mongol
armies, wireless and mobile technologies
have enabled a variety of social
groups to swarm effectively.13 The ※Battle
for Seattle§ in 1999 saw protesters swarm
in order to successful evade police control.
The Philippine president Joseph
Estrada was brought down by a rapidly
swarmed protest in Manila in 2000.14
During the spring of 2003, antiwar protesters
around the world showed how to
effectively disperse and re-form at new
points. Flashmobs instanced swarming,
as did Al-Qaeda in 2000 and 2001, streetgangs
and mobs in the United States, Columbia,
and Mexico for several years, and
Japanese urban youth. All show this
form＊s power to move within an adversary＊s
decision cycle, then fade away once
more. Are we in higher education ready
to respond to students capable of forming
into groups this rapidly and with such
precision? Do we know how to take advantage
of this tactic? Social software,
such as Meetup, has been developed
partly to coordinate such social groups.
Are we fluent in social software? Do we
know how to assess it for its applicability
to our pedagogical and campus needs?
Perhaps we are beginning to see the
emergence of learning swarms. We already
know the precursors, in the form of interested
learners who appear at campus libraries
and museums, driven by an experience
that excited them, such as a film, a
book, or a conversation. Now the socializing
powers of mobility and wirelessness
could expand this drive into collaboration.
An interested learner could ping a
network or site for learning engagement:
digital objects, digitally tagged materials,
learning objects, instructors, other learners
and instigators. We＊ve seen a part of
this in the global, collaborative use of
MIT＊s OpenCourseWare. Are instructors
ready to join in learning swarms on their
specialties or to facilitate the ad hoc
growth and flourishing of such learning
swarms? Can we integrate these into our
※less swarmy§ campus environment? Are
we ready to advise students and staff
about appropriate devices to use ad hoc,
and are we prepared to learn from experience?
Imagine being able to support and
feed interests from members of our community:
building a brief enthusiasm into
a larger learning moment, linking students
to each other in the spirit of intellectual
curiosity, and knitting the campus
community even more closely together.
For example, suppose a first-year student
sees the recent film Master and Commander
and becomes interested in the world of
eighteenth-century sailing. With no guidance,
the student might hit Amazon.com
for other novels by Patrick O＊Brian, watch
a History Channel program about sailing,
or conduct a Google search and find a few
related Web pages. Or instead, the college
could set up an environment in which the
student finds that one history professor
32 EDUCAUSE r e v i e w September/October 2004
The
socializing powers
of mobility
and wirelessness
could expand
the drive
into
collaboration.
regularly teaches ※the great age of sail§ in
several classes, has Web pages on the
1790s naval wars, and might answer an
e-mail or office-hours query; that the library
has digital and print resources
ready at hand; that several other students
share this curiosity and chat about it with
IM; and that a staff member sailed on a
rebuilt eighteenth-century vessel last
summer and would be delighted to discuss
the experience.
Such moments might be brief.hardly
a new thing in the world of education.
Borrowing a leaf from the political concept
of Hakim Bey＊s book Temporary
Autonomous Zone, we could think of temporary
learning zones, swarms, or experiences.
15 These can be very meaningful
and positive in memory, or they can play
a building-block role in subsequent
learning, or they can do both. How
should our institutions approach thinking
about this possibility? Are we ready
to sense which of our students arrive at
our campuses with such experiences already
under their belts? How do nomadic
swarms work with our anthropologically
sedentary campuses?
Another example of an emergent
trend involves digitally tagged objects.
Part of the promise of cyberspace was
the abolition or transcendence of space,
a promise that drew on similar rhetoric
for previous electrical technologies,
from the telegraph to the television. Developing
in parallel with this movement,
however, is the concept of identifying
digital materials with specific
physical locations. The geolocation
abilities of GPS (Global Positioning System)
technologies, first deployed to
powerful effect during the Persian Gulf
War of 1991, are well known. Less
known, so far, is the development of applications
using this pattern creatively
and socially. In a 1999 article ※Information
in Places,§ the computer scientist J.
C. Spohrer argued for locating digital
documents in networked grids that correspond
to real-world spaces.16 A threedimensional
matrix mapped onto onemeter
intervals could be accessible for
uploading and downloading by wireless,
mobile computers. Thus, in an office
building, a user could copy a note to
another user＊s door, for example, or
could access files cued to their physical
presence in a conference room. ※Information
in Places§ is ambitious, extending
this paradigm out of the office and
across cities. Imagine walking into a
park covered by such a grid and glimpsing
a plant you don＊t recognize. You
could post a note to that grid-point from
your cell phone, perhaps with your email
address attached, and then check
back over time to see who uploaded a
reply. Spohrer＊s vision goes further, extending
around the globe and culminating
in what he dubs the WorldBoard, an
infrastructure that would let us consider
the human layer of the earth as
one vast downloadable, writeable,
searchable surface.
The better-known term for this idea is
augmented reality, and it is already in practice.
The geolocation of Web documents
has been proceeding energetically over
the past year, with metadata and Web services
applications. For example, the ※34
North 118 West§ Project lets users experience
a story by physically exploring a city
space, using GPS-equipped Tablet PCs to
pull down pieces of a larger, multilinear,
multimedia narrative (http://34n118w
.net/). The Dutch GIPSY Project has an
※Archaeological Walk in Nijmegen,§
where students physically stride among
the PDA-displayed digital documents of
Roman buildings, mapped onto their
present-day corresponding suburban
buildings (http://www.geo-informatie
.nl/amc2_rsgis/posters2003/poster_gr3
.pdf). Pop-up windows on the locationaware
computers describe what was once
where the user stands, with hyperlinks to
contextual information and discussion.
Imagine versions of this for urban history
and design. On a campus, the physical site
could be augmented with digital records
of college history, tour information, and
campus digital life. Consider the manifold
implications for intellectual property (recall
ThirdVoice and EQuill). Who owns
the data pasted over someone else＊s property?
Will the copyright wars open up a
new front in augmented reality? How will
access shape up, with digitally walled gardens
superimposed on their physical versions?
Closer to home, are campuses
ready to think about such gridded, interactive
clouds on their premises?
The physical vs. the digital, the sedentary
vs. the nomadic.the wireless, mobile,
student-owned learning impulse
cuts across our institutional sectors, silos,
and expertise-propagation structures.
How do we respond to such across-thegrain
learning? Is this a budding venue
for curricular transformation, wedding
student interest to institutional practice?
Gilles Deleuze and Felix Guattari wrote
powerfully to this problem in their 1980
book Mille plateaux.17 There they explored
the tensions, overlaps, and complementarities
between conceptually nomadic
social organizations and sedentary ones,
developing differences along lines of cultural
rhythms, the construction of authority,
the use of landscapes, and the
built environment. How prepared are we
in higher education to cope with, or take
advantage of, these deeply rooted differences?
Should our physically sedentary
campuses embrace the digitally nomadic
swarms of arriving students?
I am reminded of Franz Kafka＊s ※An
Old Manuscript,§ an account of a nomadic
army arriving in an imperial city.18
The nomads arrive suddenly, surprising
the urban population and appearing
without warning in city streets, markets,
libraries, and homes. Kafka＊s tale focuses
on the incomprehension of the citydwellers,
as well as on their dogged willingness
to attempt living life as if the nomads
simply weren＊t there. The story
charts their progressive decay and their
slipping grasp on reality while the no-
34 EDUCAUSE r e v i e w September/October 2004
Should
our physically
sedentary
campuses embrace
the digitally
nomadic swarms
of arriving
students?
mads build a new civilization literally in
their front yard. It＊s a very funny story, in
Kafka＊s unique way, but of course it＊s also
a cautionary tale, especially for those of
us in higher education. At colleges and
universities around the world, the nomadic
swarms are already arriving. e
Notes
1. For more on cyberculture, see the Web site for the
Resource Center for Cyberculture Studies (RCCS):
.
2. Petra Wentzel, ※Wireless All the Way: Users＊ Feedback
on Education through Online PDAs§ (presentation
at the EDUCAUSE annual conference,
Anaheim, Calif., November 7, 2003).
3. Mark Weiser, ※The Computer for the 21st Century,§
Scientific American, vol. 265, no. 3 (September
1991): 94-104, draft copy available at .
4. For more on the idea of emergence, see Steven
Johnson, Emergence: The Connected Lives of Ants,
Brains, Cities, and Software (New York: Scribner,
2001).
5. ※Russia Launches the First Bible SMS-School,§
Pravda, January 12, 2004, .
6. The term smartmobs is not one of automatic apprehension.
Howard Rheingold, Smart Mobs: The Next
Social Revolution (Cambridge, Mass.: Perseus, 2002),
points out that some smartmobs aren＊t smart and
that social cooperation is not always beneficial.
The etymologically minded will recall that in
American English, smart has two additional meanings,
which are relevant here: to offer criticism,
often sarcastic; and to suffer pain.
7. Lisa Guernsey, ※In the Lecture Hall, a Geek Chorus,§
New York Times, July 24, 2003, ; ※Lecture Hall Back-Channeling,§
Slashdot post and discussion, July 24, 2003, et
seq., .
8. ※Pedagogical Implications of Wireless Technologies,§
workshop, Center for Educational Technology,
Middlebury College, January 14, 2004.
9. ※Text Messaging Reaches New High,§ BBC News,
January 23, 2004, .
10. ※BioWAP Service,§ IMT Bioinformatics Web site,
.
11. ※Japanese School Girls Prefer Cell Phone with
Camera,§ NE Asia Online, December 31, 2003,
.
12. See Report of the National Science Foundation
Blue-Ribbon Advisory Panel on Cyberinfrastructure,
※Revolutionizing Science and Engineering
through Cyber-infrastructure,§ January 2003,
.
13. John Arquilla and David Ronfeldt, Swarming and the
Future of Conflict (Santa Monica, Calif.: RAND, 2000).
14. Rheingold, Smart Mobs.
15. Hakim Bey, T.A.Z.: The Temporary Autonomous Zone,
Ontological Anarchy, Poetic Terrorism (Brooklyn, N.Y.:
Autonomedia, 1985), .
16. J. C. Spohrer, ※Information in Places,§ IBM Systems
Journal, vol. 38, no. 4 (1999), .
17. Gilles Deleuze and Felix Guattari, A Thousand
Plateaus: Capitalism and Schizophrenia, trans. Brian
Massumi (Minneapolis: University of Minnesota
Press, 1987), originally published as Mille plateaux
(Paris : Editions de minuit, 1980).
18. Franz Kafka, ※An Old Manuscript,§ in The Complete
Stories, ed. Nahum N. Glatzer (New York: Schocken,
1971).
35 September/October 2004 EDUCAUSE r e v i e w
The EDUCAUSE 2004 Annual Conference, scheduled for October 19.22 in
Denver, Colorado (http:// www.educause.edu/ conference/annual/2004/),
will offer sessions on the ※mobile campus§ and ※mobile education.§ For examples of
how several campuses are addressing the new opportunities.and challenges.
raised by mobile technologies, both inside and outside the classroom, see Bryan
Alexander, ※M-Learning: Emergent Pedagogical and Campus Issues in the Mobile
Learning Environment,§ EDUCAUSE Center for Applied Research Bulletin, vol. 2004, no.
16 (August 2004), a publication of ECAR (http:// www .educause.edu/ecar/).
e
RELATED RESOURCE2 http://www.educause.edu/ir/library/pdf/erm0451.pdf ecopy ? # Marc Davis
Nathan Good
Risto Sarvas 2004F From Context to Content:: Leveraging Context for Mobile Media MetadataD http://sigmobile.org/mobisys/2004/context_awareness/papers/davis.pdf 2005 September 10#? P Wang, H. Y., Liu, T. C., Chou, C. Y., Liang, J. K., Chan, T. W., & Stephen Yang. 2004| A Framework of Three Learning Activity Levels for Enhancing the Usability and Feasibility of Wireless Learning Environments. 309-329) Journal of Educational Computing Research 30 4 ? < Wang, H., Liu, T., Chou, C., Liang, J., Chan, T., & Yang, S. 2004{ A framework of three learning activity levels for enhancing the usability and feasibility of wireless learning environments 331-351) Journal of Educational Computing Research 30 4 ? # van `T Hooft, M.
D壞z, S.
Swan, K. 2004Q Examining the potential of handheld computers: Findings from the Ohio PEP project 295-311) Journal of Educational Computing Research 30 4 Baywood Publishing Company, Inc.? COMPUTERS
EDUCATION
LEARNING
SURVEYS
TEACHERS
TEACHING
TRAINING Article 2004/ Handheld devices have the potential to make a large impact on K-12 educational settings, due to their relative low cost, high mobility, and interactive learning capabilities. This article, the outcome of a large-scale project examining the use of handheld computers, examines how handheld computers can improve teaching and learning, what educational activities are possible, and what is still missing in this new technology. Data collected from student and teacher surveys indicate that immediate accessibility for all students, possibilities for student collaboration, and the use of technology as an integrated (not separate) part of the curriculum as the strong points of handheld devices in K-12, while there is a need to resolve specific hardware/software issues, develop handheld pedagogy and professional development, as well as handheld-related research to inform teaching practices. [ABSTRACT FROM AUTHOR]A http://search.epnet.com/login.aspx?direct=true&db=cph&an=13918327 TY - JOUR
Accession Number: 13918327; Source Information: 2004, Vol. 30 Issue 4, p295; Subject Term: COMPUTERSEDUCATIONLEARNINGSURVEYSTEACHERSTEACHINGTRAINING; Number of Pages: 17p; Document Type: Article 07356331 D? * Sharples, M.
Chan, T.
Rudman, P.
Bull, S. 2004C Evaluation of a mobile learning organiser and concept mapping tools Learning with Mobile Devices J. Attewell
C. Savill-Smith London& Learning and Skills Development Agency ? ' Parr, C. S., Jones, T., & Songer, N. B. 2004G Evaluation of a handheld data collection interface for science learning 233-242) Journal of Science Education & Technology 13 2& Springer Science & Business Media B.V. COMPUTERS
EDUCATION
EDUCATION -- Data processing
EDUCATIONAL technology
POCKET computers
interface
portable
inquiry learning
biodiversity
accuracy
usability Article 2004/06/ Despite a rise in the use of handheld computers in classrooms, meaningful learning with personal digital assistant (PDA) technology remains poorly studied. We report results from an evaluation of customized handheld data collection software, the BioKIDS Sequence, which was used during an 8-week biodiversity curriculum unit by 5th and 6th grade students in southeastern Michigan. We provide new information on design decisions and usability of our customized software; discuss learner use and preferences; and report rates of data accuracy. Most students were able to enter simple animal observations using an icon-driven, largely linear interface. The interface helped expand the types of data students were aware of, and allowed them to view and review their entries and flag them as uncertain, factors important in supporting accurate data collection. Other BioKIDS research indicates students were subsequently able to see simple patterns in their data to guide the formulation of future hypotheses, questions, or conclusions. The BioKIDS Sequence and PDA technology therefore represent a meaningful use of technology to support scientific reasoning.ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=16859051V TY - JOUR
Accession Number: 16859051; Parr, Cynthia Sims 1 Email Address: csparr@umd.eduJones, Tricia 1Songer, Nancy Butler 2; Affiliations: 1: Museum of Zoology, The University of Michigan, Ann Arbor, Michigan 2: School of Education, The University of Michigan, Ann Arbor, Michigan; Source Information: Jun2004, Vol. 13 Issue 2, p233; Subject Term: COMPUTERSSubject Term: EDUCATIONSubject Term: EDUCATION -- Data processingSubject Term: EDUCATIONAL technologySubject Term: POCKET computers; Author-Supplied Keyword: interfaceAuthor-Supplied Keyword: portableAuthor-Supplied Keyword: inquiry learningAuthor-Supplied Keyword: biodiversityAuthor-Supplied Keyword: accuracyAuthor-Supplied Keyword: usability; NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 6117 Educational Support Services; Number of Pages: 10p; Document Type: Article 10590145 G? I Johnston, J. M.
Leung, G. M.
Tin, K. Y. K.
Ho, L. M.
Lam, W.
Fielding, R. 2004z Evaluation of a handheld clinical decision support tool for evidence-based learning and practice in medical undergraduates 628-637 Medical Education 38 6 Blackwell Publishing Limited COMPUTER software
MEDICAL education
MEDICAL students
POCKET computers
CHINA
HONG Kong (China)
medical
undergraduate/*methods
education Article 2004/06/T Handheld computers (PDAs) uploaded with clinical decision support software (CDSS) have the potential to facilitate the adoption of evidence-based medicine (EBM) at the point-of-care among undergraduate medical students. Further evaluation of the usefulness and acceptability of these tools is required. All 169 Year 4 undergraduate medical students at the University of Hong Kong completed a post-randomised controlled trial survey. Primary outcome measures were CDSS/PDA usefulness, satisfaction, functionality and utilisation. Focus groups were also conducted to derive complementary qualitative data on the students' attitudes towards using such new technology. Overall, the students found the CDSS/PDA useful (mean score = 3.90 out of 6, 95% confidence interval (CI) = 3.78, 4.03). They were less satisfied with the functional features of the CDSS (mean score = 3.45, 95% CI = 3.32, 3.59) and the PDA (mean score = 3.51 95% CI = 3.40, 3.62). Utilisation was low, with the average frequency of use less than once per week. Although students reported a need for information in patient care at least once daily, they infrequently used the CDSS in a clinical setting (20.4 簣 10.4% of the time), with an average information retrieval success rate of 37.6 簣 22.1% requiring 63.7 簣 86.1 seconds. Multivariable regression shows that higher perceived CDSS/PDA usefulness was associated with more supportive faculty attitudes, greater knowledge of EBM, better computer literacy skills and increased use in a clinical setting. Greater satisfaction with the CDSS/PDA was associated with increased use in a clinical setting and higher successful search rates. Qualitative results were consistent with these quantitative findings and yielded additional information on students' underlying feelings that may explain the observations. While PDAs uploaded with...ABSTRACT FROM AUTHORA http://search.epnet.com/login.aspx?direct=true&db=aph&an=13245685 TY - JOUR
Accession Number: 13245685; Johnston, Janice M. 1Leung, Gabriel M. 1 Email Address: gmleung@hku.hkTin, Keith Y.K. 1Lai-Ming Ho 1Lam, Wendy 1Fielding, Richard 1; Affiliations: 1: Department of Community Medicine, University of Hong Kong, Hong Kong; Source Information: Jun2004, Vol. 38 Issue 6, p628; Subject Term: COMPUTER softwareSubject Term: MEDICAL educationSubject Term: MEDICAL studentsSubject Term: POCKET computers; Subject Term: CHINASubject Term: HONG Kong (China); Author-Supplied Keyword: medicalAuthor-Supplied Keyword: undergraduate/*methodsAuthor-Supplied Keyword: education; NAICS/Industry Codes: 51121 Software Publishers; Number of Pages: 10p; DOI: 10.1111/j.1365-2929.2004.01842.x; Document Type: Article 03080110 +? Norris, C., & Soloway, E. 2004* Envisioning the handheld-centric classroom 281-294) Journal of Educational Computing Research 30 4 Baywood Publishing Company, Inc.B CAMERAS
CLASSROOMS
COMPUTERS
DIGITAL cameras
EDUCATION
ELECTRONICS Article 2004 While appropriate as an initial focus, it is time that the educational community move beyond an emphasis on 1:1 computing (each child having his/her own personal computer) to a vision of a handheld-centric classroom, where each child not only has his/her own personal, handheld computer, but also has access to networked PCs, probeware, digital cameras, etc. Such a classroom digital infrastructure, we argue, uniquely supports project-based learning, where children can engage in multi-week, multi-media, multi-subject, collaborative efforts. With the rapid emergence of low-cost handheld devices, the realization of this vision--and its associated educational affordances-- is literally possible tomorrow in our children's classrooms. Thus, it is imperative that the educational community engages in extended conversations, now, about the range of teaching and learning opportunities that the handheld-centric classroom makes possible. Our article is a contribution to that discussion. [ABSTRACT FROM AUTHOR]A http://search.epnet.com/login.aspx?direct=true&db=cph&an=13918326 TY - JOUR
Accession Number: 13918326; Source Information: 2004, Vol. 30 Issue 4, p281; Subject Term: CAMERASCLASSROOMSCOMPUTERSDIGITAL camerasEDUCATIONELECTRONICS; Number of Pages: 14p; Document Type: Article 07356331 q? 20041 eLearning debuts classroom for handheld computers N.PAG Telephone IP News 16 3 Worldwide Videotexv EDUCATION -- Data processing
EDUCATIONAL innovations
EDUCATIONAL technology
UNITED States
ELEARNING Dynamics (Company) Article 2004/03//M Reports on the launch of the LearnTracfx file exchange solution for wireless-enabled classrooms and Palm Powered handheld computers, by eLearning Dynamics LLC in the U.S. in March 2004. Functionality of LearnTracfx; Significance of the product to teachers; Statement issued by Chase Weir, founder and chairman of eLearning Dynamics.A http://search.epnet.com/login.aspx?direct=true&db=buh&an=14659028 TY - JOUR
Accession Number: 14659028; Source Information: Mar2004, Vol. 16 Issue 3, pN.PAG; Subject Term: EDUCATION -- Data processingSubject Term: EDUCATIONAL innovationsSubject Term: EDUCATIONAL technology; Subject Term: UNITED States; Company/Entity: ELEARNING Dynamics (Company); NAICS/Industry Codes: 61 Educational ServicesNAICS/Industry Codes: 61171 Educational Support Services; Number of Pages: 00p; Document Type: Article; Full Text Word Count: 536!? 6 Deng, Y. C., Chang, S. B. , Chang, L. J. & Chan, T.W. 2004a EduCart: A Hardware Management System for Supporting Devices in a Classroom Learning Environment. 177-181Z Second IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE) Taiwan ? Crane, E. 2004= eBook central takes a classic approach to handheld literature 22-23 District Administration 40? Bentley, R. 2004Q East Manchester school uses wireless Lan, broadband and PDAs to motivate learning 55 Computer Weekly Reed Business Information Ltdv EDUCATION
INFORMATION technology
LOCAL area networks (Computer networks)
POCKET computers
MANCHESTER (England)
ENGLAND Article 2004/02/03/ East Manchester Education Action Zone (EMEAZ) in England was established three years ago with an aim to raise the economic and social profile of the area. Tim Hopkins, EMEAZ founding member, believes the route to achieving this is education. The Zone regards technology as an essential tool in motivating learners. Several other schools in the area are also using the Zone to raise information technology standards. Each school has its own wireless LAN network with high-speed broadband access. Schools in the Zone have access to hardware including 1,000 Toshiba Satellite and Tecra laptops, interactive whiteboards, personal digital assistants and Portege tablet PCs.A http://search.epnet.com/login.aspx?direct=true&db=buh&an=12528593 TY - JOUR
Accession Number: 12528593; Bentley, Ross Email Address: ross.bentley@rbi.co.uk; Source Information: 2/3/2004, p55; Thesaurus Term: EDUCATIONThesaurus Term: INFORMATION technologyThesaurus Term: LOCAL area networks (Computer networks)Thesaurus Term: POCKET computers; Subject Term: MANCHESTER (England)Subject Term: ENGLAND; NAICS/Industry Codes: 61 Educational Services; Number of Pages: 1/2p; Illustrations: 1c; Document Type: Article; Full Text Word Count: 296 00104787 D?
Munir Kotadia 2004 Desktop's days on the decline
CNET News.com
M-learning
January 157 http://news.com.com/2100-7355-5141717.html?tag=nefd_hedS
Study:
Last modified: January 15, 2004, 1:28 PM PST
By Munir Kotadia
Special to CNET News.com
Within three years, less than half of corporate workers will use a desktop PC as their primary information device, with many switching to notebooks and connecting over a thin client, according to the Meta Group.
The desktop PC has been the corporate user's main information tool for about 20 years, but with the falling cost of laptops and the rapid evolution of wireless networks, Meta expects the PC's popularity to plummet as information workers adopt new technologies.
Steve Kleynhans, vice president of Meta's technology research services, said that 45 percent of corporate users will still use a desktop PC as their main information tool, but 40 percent will prefer a notebook or tablet PC. The final 15 percent will migrate to a thin-client or an alternative "information appliance."
Kleynhans describes 60 percent of information workers as "corridor warriors" that roam from meeting to meeting. These types of workers could be more productive if they had "access to basic information (for example, e-mail, instant messaging, or Web browsing) and note-taking capabilities while attending meetings on premises," he said.
Although the desktop PC is far from dying, its importance as a tool for accessing corporate information and communicating with colleagues is diminishing. "By 2007, the average user will interact regularly with at least four distinct computing devices--a personal home PC, smart digital entertainment system, corporate computer, and mobile information device," Kleynhans said.
Kleynhans also predicts a reincarnation of the smart display. Microsoft recently killed off its consumer-focused product, but Kleynhans said he expects the technology to reappear in the corporate environment, due to the need for roaming access to data while on the corporate premises.
"The devices could even be shared among users or possibly kept in meeting rooms. Any costs should be outweighed by the increase in meeting productivity for most knowledge workers," said Kleynhans.
Blade servers, which combine many low-cost PCs inside a single chassis, are gaining in popularity and can produce significant cost benefits when used to deliver specific applications or an alternative operating system, or to provide dedicated processing power.
"Blades will become a commonplace solution implemented primarily in the same places that Citrix/Windows Terminal Server (WTS) solutions are currently applied," Kleynhans said. "By 2006, blades will replace traditional PC form factors for roughly only 10 percent of users." 2004
January 16 D? . Kathleen Luchini
Chris Quintana
Elliot Soloway 20045 Design guidelines for learner-centered handheld tools7 SIGCHI Conference on Human factors in Computing Systems ecopy from online ? Naismith, Laura
Smith, Pamela 2004F Context-Sensitive Information Delivery to Visitors in a Botanic Garden 5525-5530W ED-M