Criteria: prominence of researcher, heavily cited article in the field (200+ citations on Google scholar), continued relevance of technological and pedagogical recommendations.
Key Takeaway: In this pioneering study on mobile learning, iPads were seamlessly integrated into 9th grade geography classrooms, sparking higher student engagement and promoting responsible digital citizenship. The study emphasized that even tech-savvy students need comprehensive device orientation for learning activities as well as regular, supportive teacher training to foster innovation and confidence. Concluding with a strong endorsement for educator-oriented social networks and continual professional development, this research illustrates the transformative potential of technology in the classroom.
Summation and Insights: This is a seminal study in mobile learning initiatives, in which users learn through a mobile device with internet access. This pilot study was conducted over four months in four 9th grade geography classrooms in a large school district in the US. Students and teachers were observed in the classroom and participated in focus groups regarding the integration of iPads in their Geography learning. The educational use of Ipads had many overall benefits related to access, including the ability for students to learn from any location at their own pace and easing the burden on already overbooked school computer labs. This study also found that mobile learning created more student engagement, allowed students to have access to up to date information, and inspired digital citizenship. Although an early study in mobile learning, the students in this study were “digital natives.” It is worth noting that despite their digital competency, students still wanted and needed an orientation toward the mobile devices in the classroom, including when and why they were using them and what overall purpose they served. Finally, this study emphasized regular teacher training to support mobile learning. In this study, teachers partook of monthly professional development workshops to support innovation and generate ideas regarding the use of Ipads in the classroom. All the teachers in this study overwhelmingly emphasized that these workshops fostered their ability to be innovative in developing mobile learning plans as well as boosted their overall confidence. Monthly idea-sharing also created a space for teachers to exchange with one another the many ways that they had found to integrate Ipads into Geography learning. By the end of the four month period, all of the teachers suggested they would find it difficult to teach without the use of Ipads. In keeping with these results, a strong recommendation from the authors is the creation of faculty professional development workshops that model transformative teaching and focus on providing examples of best practices or of adopting existing practices to continue technological innovation. The authors also recommend a second resource for teacher development, the establishment of a social network for teachers to share their own ideas, practices, and innovations.
Resource: https://aquila.usm.edu/cgi/viewcontent.cgi?article=1032&context=jetde
Year: 2012
Authors: Chientzu Candace Chou, Lanise Block, Renee Jesness
Primary Author: Chientzu Candace Chou
https://education.stthomas.edu/about/faculty-staff-departments/directory/chien-tzu-candace-chou/