Catherine+Tate

Catherine ** Are Mobile Technologies the Future of Learning? ** “When hearing the word “technology,” approximately two thirds think of only computers and matters related to the internet while the remaining one third embrace the broader concept of technology as the means of “changing the natural world to satisfy our needs” (as cited in Britton, De Long-Cotty, Levenson. 2005. p. 7). Technology is more than just the “computer lab” and is becoming an essential part of education as it is changing the classroom environment. There is really no way to avoid mobile learning; technology is integrating itself into the classroom and making learning more independent. We need to embrace the use of mobile technology in education and learn how to use it to make a positive influence on student learning. Our students learn in different ways so it is important to differentiate by altering our instruction to meet the individual needs of each learner. Mobile learning personalizes teaching, allowing individualized instruction, attention, and support. Some students do not do well in the traditional face-to-face classroom setting. For example, this type of learning would allow accelerated students to work ahead and not be held back by the idea of grade levels. Students would be responsible for setting their own pace but are required to have their courses completed by a scheduled time. Mobile learning can also be used to create collaborative learning opportunities. Students who participate in mobile learning are using collaborative learning to communicate with other students, experts, and professionals in different cities, states, and countries. This opportunity allows them to broaden their horizons and have unlimited access to learning resources. Even though these students are not in a face-to-face learning environment they are learning how to work together, communicate with others and to divide up tasks to complete a common goal, just like they would in a traditional classroom and in the workplace. Mobile learning enhances student engagement and learning through online activities and improves effectiveness and efficiencies by reducing lecture time. The shift in instructional strategy provides student centered instruction where the students become active and interactive learners.

Written by Catherine Tate // Catherine Tate is a fifth grade teacher with eight years of experience. She earned an undergraduate degree through University of Missouri St. Louis and a Master of Elementary Education through Missouri Baptist University. //

Britton, E., De Long-Cotty, B., & Levenson, T. (2005). //Bringing technology education into K-8 curriculum: A guide to curricular resources about the designed world//. Retrieved from [|http://books.google.com/books?id=47LMyTKf8mgC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false]