‘Mobile technology is an exciting opportunity or educators, But in many ways we are just scratching the surface of what can be achieved with it’ (Wylie 2010)
It goes without saying that technology in general has had an invaluable impact upon the teaching profession, both in terms of how the teachers deliver lessons and resources, as well as how the learners themselves develop. Mobile technology has also seen incredible changes and developments over the last few years within the teaching environment. Devices such as iPads and other similar tablets are being integrated into lessons, so much so that you will often seen them listed as a critical resource within various schemes of work.
In my own teaching experiences over the last few years, while on placement at various different schools and academic institutes, I have seen that the use of mobile technology within the classroom has been met with great skepticism. This could be for any number of reasons, one of which could be that mobile phones, for example, usually get a bad reputation in the classroom environment (Wylie, 2013). Based on discussions with teachers, it seems the other reason often tends to be a lack of confidence with their own knowledge of mobile technology, as well as the lack of trust towards the learners, which they feel may abuse the technology (often assumed of younger learners).
Norton (2014) argues that mobile technology in the classroom can help the teacher and learner interact seamlessly in a number of ways, within a number of different tasks. Learners can use mobile devices, such as iPads, to photograph or record their tasks, while other learners could give feedback afterwards. This brings me to an example I have seen in first hand while on a short placement in a primary School in the Swansea area. Learners were given the task of working out distances as part of a mathematical exercise in the playground. Each group allocated a peer to record the task on the iPad in order to document it as part of their ICT unit portfolios. Much to my surprise, the learners were fluent and more than capable of using these devices at ease, even at the age of 6 years old. Not only was this an excellent and engaging way to keep the children invested in the activity, but was a strong method of developing the ICT skills of the learners.
Admittedly, when I first heard learners were able to use mobile technology within their lessons, I myself was quite skeptical, largely because of the abuse of the technology as mentioned above. However, after seeing the results first hand and seeing how the learners embraced the devices, rather than take advantage of them, measured me to that not only does technology have a place in the learning environment, but, as it can bring an enriching learning experience for the learners themselves.
References
Norton, J. (2014). Teaching tips: How students can use their mobile phones to learn english. Available: http://blog.britishcouncil.org/2014/05/19/how-students-can-use-their-mobile-phones-to-learn-english/. Last accessed 17th Nov 2014.
Wylie, J. (2014). Mobile learning technologies for the 21st century classroom. Available: http://www.scholastic.com/browse/article.jsp?id=3754742. Last accessed 17th Nov 2014.
