mLearning the future of educational technology

'Mobile learning is defined as learning by wireless technology that can be used anywhere there is a signal (Attwell,  Savell, Smith 2008).'

After reflecting on the last 6 weeks of Learning....... this eLearning Student Teacher has identified self, and looking glass tools as seen reflected in this blog,  today we move to this question..................

Is mLearning the way to go?

I've identified in my own ideals that in part mlearning is where we are and where will continue to evolve as it has the ability to engage all socio-economic backgrounds, cultural and other identifies of self and environment in a blended learning continuum to access learning.

Mobile learning as identified by  CTIA an american Mobile education and wireless industry has an interesting Anywhere Anytime while there is also an app for

The Australian Curriculum Mobile App Education

The discussion comes into play in comparison; a PC or a laptop, an iPad/Tablet, or mobile phone.

How does this fit with teachers still using the conjunction of face to face monologue of verbatim learning to change and bring on board a more versatile learning tool linking geographical local learning communities to globalisation, and accessibility to all.  The ABS, has identified in their 2006 statistics that more Australian teenagers are accessing the internet at home in 2006 can give us an idea of where we have come from in the growth of elearning and mobile learning tools.

"In the 12 months prior to April 2009, the most popular use for the internet was educational activities. The vast majority (85%) of children who used the internet at home used it for educational purposes, up from 82% in 2006.  A higher proportion of girls than boys used the internet for educational activities (87% and 82% respectively). Educational activities were most popular among older children. In 2009, 94% of children aged 12-14 years and 91% of children aged 9-11 years used the internet at home for school work or other educational activities, compared with 64% of 5-8 year olds (abs, 2011)."
http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011

(a) Refers to activities children had identified doing in the 12 months prior to April 2009.
(b) IM refers to instant messaging. 
(c) AV refers to audio-visual content (TV programs, videos and movies). 
Source: ABS Children’s Participation in Cultural and Leisure Activities, Australia, April 2009 (cat. no. 4901.0) Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011

'The majority (90%) of children aged 5 to 14 years accessed the Internet in the 12 months to April 2012. This proportion has steadily increased from 65% in 2006 and 79% in 2009 (ABS 2015).'

mLearning SWOT is your thought?
So Where do you stand what are your thoughts on this and why. A mobile learning toolkit that has a mobile learning SWOT analysis method can be found via IN Slide Share, Resource noted as a Mobile Learning toolkit created by my.coop creating unity, is one item that might be of interest to all page 52 Method 9 is a good one that can be adapted to any learning experience to create learning extension that enable mlearning tools and create engagement in face to face (f2f) blended learning.

Strength:
In understanding how mLearning and it's impacts in the classroom, home, community and globally, for as they say a lesson already learnt by one is knowledge to be shared with others.

As a student teacher it is good to understand how others approach these tools it enables transformation of ideas and see through the eyes of others, the reflections of their thoughts and knowledge to enable better learning for all including this eLearning Student Teacher

On being lead to Langwitches.org site via our learn material I came across the KWHLAQ which in reflection is part of the process that we have been going through and utilising within these blogs to gain understanding knowledge of the 5 Whats and 1 How also as discussed on Silvia Tollisano's blog, An update on the KWL for the 21st Century.

http://langwitches.org/blog/wp-content/uploads/2011/07/KWHLAQ-chart-template.jpg

Utilising this process as framework for identification and reflection in this engagement process

What do I know about mLearning or specifically mobile phones/iPads/iPods and their camera function, sound recorder, music capabilities or video function?

What do I what to know about it?

How do I find out about mobile mobile phones/iPad/iPods and the affordances they provide?

What have I learned?

What action will I take in using these in the classroom?

What new Questions do I have?
How do you get Microsoft to develop a way to turn a row into a column and take the data within the row with it, so you don't have to restart the table from scratch, because you are aware that your format has room for improvement.

Ipad?


Reflection on the ways you can use these devices in your classroom

Ipod/Ipad tutorials will help get started
_______________________

Activity Task Learning Material
Authentic Learning - Identifying
Authentic Task Design  - 10 Frameworks

Framework 7 -
Authentic tasks can be integrated and applied across different subject areas and lead beyond domain-specific outcomes

Tasks encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain. (Parker, Maor & Herrington, n.d.)

Changes to the Australian Curriculum the Arts v 7.5 enabling Arts to be recognised as available for use but awaiting endorsement

"The Australian Curriculum: The Arts Foundation to Year 10 enables exploration of the dynamic relationships between Arts subjects. This can involve students making and responding to artworks in traditional, contemporary and emerging forms, using materials, techniques and technologies from one Arts subject to support learning in another. In this twenty-first century Arts curriculum, students explore innovative and hybrid art forms which extend and challenge art making and combine practices of two or more art forms.' (ACARA,  2015)."

Tasks that integrate The five Arts areas and business economics students that can continue over a term or school year with the end result for example that might be a student run, designed, staged, produced and funded delivery of their personal works that combine all areas working together as seen in real life.

In creating a broadway production one must have the finance to undertake a project but first comes the ideas, the justifications and then the cost and then the search for backers.
An idea is generated, discussed, analysed and scenarios are put forward in a business plan or through experimentation or improvisation where ideas are shared between the school community to create avenues to gain a joint goal of a student based production.

Dance Students can take on these themselves or work together with other school community learning ares linking modalities;
Arts - Dance, Drama performance,
Visual Arts, creative pieces that link to the production that can include lighting set design and linking with Humanities - Home Ec for Costume design,
Media and Marketing for the creation of Media building relationships with the community and
Business Economics for the planning, budgeting and funding allocations.

This would need  both stakeholder engagement from all areas

Lead you to learning pathways that might loose some degree of control students that need a personal learning pathway will gain through engagement to meet expected learning standards

Problem Based Learning


Puentedura 2008



Reading Ideas for Student Teacher Learning Extensions

Cooley - Boundless.com
Sonnet & Modrick - Teaching in a Diverse Classroom

Other information that could enable your learning pathways for differentiated

Reference:

Australian Bueru of Statistics, Australian Social Trends, Retrieved from http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011

ABS, Internet and Mobile Phones, Retrieved form http://www.abs.gov.au/ausstats/abs@.nsf/Products/4901.0~Apr+2012~Main+Features~Internet+and+mobile+phones?OpenDocument

ACARA, 2015 Retrieved form http://www.australiancurriculum.edu.au/the-arts/introduction

ACARA, F10 Curriculum Dance Overview, Retrieved from, http://www.australiancurriculum.edu.au/the-arts/dance/learning-in-dance

Hidden curriculum (2014, August 26). In S. Abbot (Ed.), The glossary of education reform.  Retrieved from http:///edglossary.org/hidden-curriculum  and http://edglossary.org/personal-learning-plan/

Hidden curriculum (2014, August 26). In S. Abbot (Ed.), The glossary of education reform.  Retrieved from  http:///edglossary.org/hidden-curriculum  and http://edglossary.org/authentic-learning/

 IN, Slide Share, http://www.slideshare.net/?ss My.coop, Cultivating Unity mLearning Toolkit _a5,Retrieved from http://www.slideshare.net/mlearningtadel/mobile-learning-toolkita5


Looking Glass Platform, Retrieved from http://www.lookingglassplatform.com/mobile-app

Parker, J., Maor, D., Herrington, J., Authentic Learning Online Learning: Aligning learner needs Technology and Pedagogy, Murdoch University Retrieved from http://www.iier.org.au/iier23/parker.pdf

Rosenthal Tolisano, S., Langwitches, An Update to the Upgraded KWL for the 21st Century,  Featured caroused, Information, Learning, Modern Learning, Jun 12, 2015, Retrieved from http://langwitches.org/blog/2015/06/12/an-update-to-the-upgraded-kwl-for-the-21st-century/


El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape, Educational Technology & Society, Vol. 13 Issue3, p12–21. Retrieved from http://ifets.info/journals/13_3/3.pdf

Puentedura 2008

Reflective Synopsis

Drawing together key themes, messages and conclusions from embedded tasks linked to theory and pedagogy of eLearning

This journey engages in self perspectives of what is known as the eLearning continuum evolution, through multimodal ideals of 21st Century education and Information Communication Technology (ICT) relationships. Creating dialogue to transform learning (Walsh, 2009), (Skyes, 2009) (White, 2012), developing imagination to construct meaning through experience, aligned with Piaget theory of Constructivist learning, influencing education reform, to blend with varying frameworks, styles and scaffolding identified by many and defined by Bruner, 2006.   Relationships that recognising the looking-glass perspective of self and others; a journey of discovery enabled by self identity through "social physiological concepts aligned to Cooley's theory that self grows from society's interpersonal interactions and perceptions of identity, interweaving and interworking of mental of self’s Cooley, 1902", (McIntyre 2006), (Shafer 2005 )(Lambert et al 2010) and (Vogt Isasken 2014) .  

"If I look what will I see?" The eLearning phenomenon for grassroots change, recognition, application, identification of education capabilities, diversity and inclusion within international declarations evolving education participation, interactive learning, collaborative (ICT) via the Internet, a reflection of eLearning, Australian Curriculum Assessment, Reporting Authority (ACARA, 2013)'.

 "The United Nations Education, Scientific and Cultural Organisation (UNESCO) strongly emphasises the relationship between ICT use, education reform, and economic growth. This is based on assumptions that systemic economic growth is the key to poverty reduction and increased prosperity and that ICT are engines for growth and tools for empowerment with profound implications (UNESCO, 2008)."

There are many components to seeking successful e-learning which not only encompasses how we look through the lens of many for an external perspective, while still looking internally at ourselves, finding the inner motivator and linking learner centred knowledge acquisition for the success of all.  Just as The Melbourne Declaration on the Educational Goals for Young Australians (MCEETYA 2008, 2011), promotes successful learning dynamics that utilise technology to accomplish the aims of Education today, we look to the past to enable the future.   Identifying the key role of pedagogy in the digital world, changing learning outcomes across all modalities, creating and promoting ICT capabilities of Drucker, 1959 prediction of the future knowledge workers.  Thus in turn equipping teachers with the skills and tools to design and deliver technology-enriched teaching programs AISTL 2012, to experience the eLearning landscape.  Engaging the Cultural and learner lenss, identifying self and others in cultural competence as seen through Bangarra Dance Theatre and teaching resources identified as example within this journey for educational links within the arts through engaging story, diversity and inclusive practice also seen in other approaches to the conceptual framework of inclusive eLearning (Sangra, 2014). 

'A comprehensive education in Technologies will allow individuals to progress from foundations of creative play, through to consolidated skills and the challenges of developing new knowledge innovations. It will recognise the developmental demands evoked from first engaging in relatively simple technologies, project briefs and problems, to demonstrated knowledge, understanding and skills in established processes, and to the sophisticated level of working through technologically complex projects using materials, information, systems, tools and equipment ACARA 2012, p6. " 

MATHINNA Bangarra Dance Theatre Education Resource

‘As an education resource, Bangarra’s production of Mathinna relates directly to the Australian Curriculum cross-curricular priority - Aboriginal and Torres Strait Islander histories and cultures. As a theatrical production the work can be studied as a resource for the Arts Curriculum with cross curricula links to other learning areas, for example History. Students can consider the range of viewpoints through which artworks can be explored and interpreted, including the contexts in which the artworks are made by artists and experienced by audiences. General capabilities of Information and Communication Technology (ICT) capability, Critical and Creative Thinking (CCT), Ethical Understanding (EU) and Intercultural Understanding (ICU) can be developed and applied in the study of the work.’ BangarraDance Theatre Australia, Mathinna Study Guide , p 17 2014 

This in turn comes with the responsibility to create ways of thinking, and identifying frameworks used to work ethically, legally and safely across technology to being mindful of copyright, licensing, and intellectual ownership and Plaigerism through learning experiences.  In creating safe learning journey's comes the enablement of collaborative messages that include but are not limited to 'Bullying No Way', an Australian Government and the Department of Education and Training, (DET), 2015 to build student resilience and well-being.  Identifying links to safety education via concepts like Cybersafe Digifest 2015, supported by Learning and Well-being Framework from Education Queensland (EQ, 2015).  This underpins safe, respectful and caring learning environments through ethical and safe online communication including Online etiquette, Safe Supportive and Disciplined Schools, and DET provided links for teachers to engage them in positive behaviours for teaching and approaches to Cyberbullying in turn building awareness for all areas that can impact the success for failure of the use of ICT within the classroom and the engagement of eLearning as a Teacher (DET 2015).

This virtual classroom, has identified what is widely known; in that creating successful classroom engagement can be challenging, then adding eLearning's elements that are challenging the imagination in different ways yet help teacher identify key learning themes while adding another dynamic for student engagement.  This hinges on evolving classroom practice and participation through eLearning, as seen over the past 6 weeks of this ELearning Student ELearning journey reflections. This virtual classroom has identified modalities that include Blended learning, Mulitmodal literacy potentials to support learning, and create avenues to develop the learning teacher and learner within us all.  Aligning with the changes now being identified as a textual shift, occurring within educational environments filled with visual, electronic and digital texts.  Including working through the principals of TPAC and SAMR that engages the reflective self though thought and imagination to link educational needs in it useful frameworks just as the identification of Gardner's multiple intelligence adjusted the way we approach learning and teaching.

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtGmGP0gqWSHO990a_ZDo0U1Fmmnxl8fNGElQvvxR4etvb4nmFGoCS5oPFwAb1bR5KdYifPRnMpUHDIsvHbpPKBS_SE_1oV4TxGtic_1Z0vflBS_pPUBHQpU7LlxE2xEWQ9JGCov0J4r8/s640/TPACK+++SAMR+++November.jpg

Which have been identified through participation in a world where terms like ‘multi-literacies’ (Cope & Kalantzis, 2000; Unsworth, 2001) are becoming a norm as cited by (Walsh 2009)' and Project based learning seen through the reflections of other teachers like Bianca Hewes, 2013 encompassing the creative of resilience and multilayers of gaining technological pedagogical and content knowledge in 21st Century Education for success of all including learners and teachers of today.  Incorporating what Larmer 2014  discussed in project based vs problem based intricacies and the engagement of multimodal learning strategies (VARK 2015) to guide tool investigation and development that has included Scootle and other links. Guided by expectations set for young Australians ACARA 2015  All defining learning in action for a holistic approach to learners and learning design for all learners in our ever changing in the wave of the information age to enable access to learning for  all learners UNESCO 

“Curriculum is only one part of the story of school learning. The Australian Curriculum does not specify how the content must be taught. Schools and teachers still make decisions about how they organise learning, which means they can teach the curriculum in accordance with requirements and needs of their school and individual students. It is in the hands of teachers that the Australian Curriculum comes alive and they make the expert decisions about the learning experiences each student needs to succeed.” ACARA 2015

Implications as at teacher from this journey, for future practice is not only connected with the balance of phenomenon in eLearning continuum but continual looking glass self moments, experiencing and identifying learning styles to engage students in interactive safe learning, diverse and inclusive environments for all as Prestridge 2012 , noted, to building teacher confidence, competency, expand skills base and engage in interactive professional development.  Patterns or relationships recognised in this journey have been in identity of self, resilience and openness to engage in flexible learning. Developmentally as a teacher their is a need for further experiences in developing eLearning through application, to nurture creativity as a student teacher through this journey acknowledges the building of confidence  personally and professionally through flexible, blended learning that is engaging, builds discussions, to transform learning and enable inclusive practice within the celebration of diversity of self and learner centred learning. 

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjAu2THBAsbtFAnmDIf6tOVzAjGpl20SsxFRVe8KXA6eQD0X_Yy9OHFw0oOfKnBrB12G2lmzdR0qSaWoVW5hwzQvzXGwh9X9XZZe1ekJQJSqtbZD9-QyeadrgQg5lTJyZATMADJ_GAjwJQ/s1600/Venspired+Teaching+quote.jpg

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/efa-goals/

Reference:

ACARA, Draft Shape of Australian Curriculum, Technologies 2012, p6  http://www.acara.edu.au/verve/_resources/Draft_Shape_of_the_Australian_Curriculum_Technologies_paper_-_March_2012.pdf#search=curriculum ICT

ACARA, Retrieved from http://www.acara.edu.au/default.asp
ACARA, Setting expectations for young Australians Retrieved from  http://www.acara.edu.au/news_media/acara_news/acara_news_2015_08.html#201508071

Australian Curriculum Retrived from http://www.australiancurriculum.edu.au/Home

Australian Curriculum ICT capabilities 2013 Retrieved from  https://classroomconnections.eq.edu.au/topics/Pages/2013/issue-12/ac-ict-capability.aspx

Australian Government, Using technology in service delivery to families, children and young people, Australian Institute of Family Studies, Knight, K., Hunter C, Retrieved from https://aifs.gov.au/cfca/publications/using-technology-service-delivery-families-children

Bangarra Dance Theatre, Teaching Resource Youtube Clip,  Retrieved from https://www.youtube.com/watch?v=wgEw4cgcE7o

Bangarra Dance Theatre Australia, Mathinna Study Guide , p 17 2014
Retrieved from http://www.bangarra.com.au/wp-content/uploads/2014/03/Mathinna-Study-Guide.pdf

Department of Education and Training, Education, (2015) Teacher, Australian Professional Standards for Teachers, Pedagogical Framework, Online Coaching and eLearning Retrieved from http://education.qld.gov.au/teach/index.html

Education Quensland, (2008) Smart Classroom Bytes, Retrieved form http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Common Sense Media,  (2011) 7 Rules to Teach Kids online Etiquette, Retrived From https://www.commonsensemedia.org/blog/7-rules-to-teach-kids-online-etiquette

Education online, the Future of Education Through the Looking Glass, Education Trends, 2015 Retrieved from http://www.wiziq.com/teachblog/the-future-of-education-tthrough-the-looking-glass/

eLearning Industry, (2015) Teaching about plagiarism in the online classroom, Instructor Hedgepeth O., Retrieved from http://elearningindustry.com/teaching-plagiarism-in-the-online-classroom

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Prestridge, S, The Beliefs behind the Teacher that influences their ICT Practices, Computers & Education, Vol 58, Iss 1, Jan 2012, p449-458 Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131511002065

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Ethical Behaviour
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