Jared Keengwe, Gary Schnellert, Chris Mills (2012) Laptop initiative: Impact on instructional technology integration and student learning, EDUCATION AND INFORMATION TECHNOLOGIES Volume 17, Number 2 (2012), 137-146,
The purpose of this study was to examine how 1:1 laptop initiative affected student learning at a selected rural Midwestern high school. A total of 105 high school students enrolled in 10th–12th grades during the 2008–2009 school year participated in the study. A survey instrument created by the Mitchell Institute was modified and used to collect data on student perceptions and faculty perceptions of the impact of 1:1 laptop computing on student learning and instructional integration of technology in education. Study findings suggest that integration of 1:1 laptop computing positively impacts student academic engagement and student learning. Therefore, there is need for teachers to implement appropriate computing practices to enhance student learning. Additionally, teachers need to collaborate with their students to learn and understand various instructional technology applications beyond basic Internet browsing and word processing.
Read Full Text
Lucretia M. Fraga, Janis M. Harmon, Karen D. Wood, and Elizabeth Buckelew-Martin (2011) “Digital Word Walls and Vocabulary Learning: The Use of iPods to Facilitate Vocabulary Instruction with ESL Students”, Journal of the Research Center for Educational Technology (RCET) Vol. 7, No. 2, Fall 2011
Mobile devices such as iPods can be potentially effective learning tools, especially for advancing the vocabulary development of English as a Second Language (ESL) learners. The purpose of this study was twofold: (1) to investigate ESL high school students’ knowledge of using iPods for learning vocabulary; and (2) to determine ESL high school students’ achievement differences in vocabulary when exposed to two traditional vocabulary instructional frameworks using word walls versus digital word wall instruction. The study followed a mixed-method design using both qualitative and quantitative methodologies. The specific strategies used to support vocabulary learning in all three instructional frameworks were based upon the principles of effective vocabulary instruction and factors related to active student engagement. Findings indicate no statistically significant differences between instructional frameworks in word-meaning acquisition. However, students were more engaged in the activities associated with the digital word wall framework, i.e. activities related to developing vocabulary vodcasts.
Read Full Text
Bridges, Laurie; Rempel, Hannah Gascho; Griggs, Kimberly (2010) Making the case for a fully mobile library web site: from floor maps to the catalog, Reference Services Review, Volume 38, Number 2, 2010 , pp. 309-320(12)
The purpose of this paper is to provide an overview of the current state of worldwide mobile usage; mobile technologies; libraries’ use of mobile technologies including a review of library mobile catalog options, both vendor-suplied and in-house created; perspectives from current library leaders and innovators on the importance of incorporating the libraries’ resources into the mobile environment; and future directions for mobile library services. The paper presents a useful source of information for both libraries wishing to create a proposal for a mobile library site, and for libraries that simply want an overview of the current state of mobile use and technologies.
Read Full Text
Mandy Callow and Kaye England (2011) Preparing your library for mobile devices m-libraries Conference, 11 – 13 May, 2011
This paper had its beginnings in a discussion at the USQ Library about the necessity, or not, to provide information on the Library‟s website about how eBooks can or cannot be used on mobile devices, specifically eBook readers. Varying sides in the discussion had differing opinions about our students‟, and staff, abilities in using mobile devices and eBooks. The systems team, who were involved in the development of a mobile Library interface, and were themselves proficient users of technology, felt that students and staff needed no instruction, whilst Information Services staff felt that they did.
Read Full Text
Rosman, P. (2008). M-learning – A paradigm of new forms in education. E M Ekonomie a Management, 11(1), 119-125.
Mobile technologies are a future in e-learning technologies. The paper presents the details of using mobile devices and wireless technologies that could be used for m-learning in education and training. Mobile devices can have more processing power, slicker displays, and more interesting applications than were commonly available on desktop machines ten years ago, and educators are quickly realizing their potential to be used as powerful learning tools. However, the application of mobile technologies to learning contexts must take into account a number of factors. Above all other things, we must consider how mobile learning can be used to provide learners with better opportunities and enhanced learning outcomes. This paper is concerned about the problems of using mobile devices and wireless technologies, a differentiation between teaming and technology as the driver for mobile learning approaches and than the classification of mobile learning activities. M-learning is the exciting art of using mobile technologies to enhance the learning experience. Mobile phones, PDAs, Pocket PCs and the Internet can be blended to engage and motivate learners, any time and anywhere. Handheld devices are emerging as one of the most promising technologies for supporting learning and particularly collaborative learning scenarios; mainly because they offer new opportunities for individuals who require mobile computer solutions that other devices cannot provide. The highly personalized nature of digital mobile devices provides an excellent platform for the development of personalized, learner-centric educational experiences. In paper is emphasized the importance of considering learning over technology, and suggest a pedagogically based framework for developing learner-centric m-learning. The evolution in education and training at a distance can be characterized as a move from distance learning to e-learning and m-learning (mobile learning).
Read Full Text