کلمات کلیدی مربوط به کتاب تفکر دیجیتال و آموزش موبایل برقراری ارتباط، همکاری و آمپر؛ ساختن در یک سن دسترسی: رشته های جامعه شناسی، جامعه شناسی ارتباطات جمعی
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Chicago: Chicago Saint Xavier University, 2014. — 114 p. —
ISBN: 978-87-403-0754-2
Description
Regardless of instructional level the classroom is a dynamic
environment filled with opportunities to explore various
subjects as well as to experiment with teaching and learning
practices. Due to the pervasiveness of technology and student
owned mobile devices, learning spaces are all the more dynamic.
To assist teachers and students in thinking about how to
utilize mobile devices in instructional spaces, this book
explores how mobile devices can be incorporated into learning
environments to promote a digitally-rich curricula resulting in
a framework that identifies a right time, right place and
mobile device aimed at maximizing student learning.
Consequently, the authors explore how mobile devices can be
used to create mobile learning environments built upon
educational theories, methods of assessing mobile devices, apps
and student learning and infrastructure considerations required
of liquid learning in formal and informal instructional spaces.
The text also includes case study examples from elementary,
secondary and post secondary settings to assist readers in
applying the book’s concepts in a concrete fashion.
Preface
A mobile device is any hand held tool that permits Internet
access and allows for communication and collaboration between
the end user and others; they are devices that are constantly
connected to the Internet. Some specific examples of mobile
devices include iPads, smart phones and tablets. Access to
these devices has grown significantly as well as the mobile
device’s capabilities. For example, The 2011 Horizon Report,
sponsored by The New Media Consortium shares, “According to a
recent report from mobile manufacturer Ericsson, studies show
that by 2015, 80% of people accessing the Internet will be
doing so from mobile devices. Perhaps more important for
education, Internet- capable mobile devices will outnumber
computers within the next year” (Johnson, et. al, p. 12). In
part this outnumbering will occur due to mobile device
advancements and the opportunities they provide regarding
access to information, collaboration with others and
construction of documents and other materials required of
individuals’ personal and professional expectations and
responsibilities. The increased pervasiveness of these mobile
devices will significantly affect educational spaces in various
ways.
Educators, as instructional designers and facilitators, will be
directly impacted by mobile devices. While educators are
experts in their specific fields, they frequently do not
possess the knowledge and skills that manifest in the
pedagogical practices required of how to incorporate mobile
devices into their instructional spaces. This deficiency occurs
due to a lack of education, preparation, and training in how to
deliver instructional content to a diverse student population
(Robinson, 2012) incorporating instructional practices
involving mobile technologies that can promote engaged and
experiential learning opportunities for students. Technological
literacy and fluency, what it means regarding instructor
preparedness to teach, and how technological and pedagogical
strategies intersect with the educator’s content area of
instruction as that relates to student learning is an area of
concern because of the complex nature of the teaching and
learning process, societal expectations and practices
consisting of student preparedness to enter the ‘real
world’/workforce and societal technological prevalence.
Content
Introduction to Mobile Devices
- Mobile Device Characteristics
- Importance of Mobile Devices
- Prevalence of Mobile Devices
- Mobile Learning
- Instructional Challenges to M-Learning
- Summary
Educational Theories to Consider when Instructing with Mobile
Devices
- What is experiential learning?
- Why is experiential learning important?
- Kolb’s Experiential Learning Model
- Understanding by Design (UBD)
- Summary
Assessing Tools and Ways to Assess
- Assessment Strategies for Mobile Technology
- Assessing Applications for Mobile Devices
- Assessing Mobile Devices
- Summary
Infrastructure: Learning Spaces
- Paradigm Shift
- Learning Spaces Defined
- Summary
Mobile Technologies and Assessment of Student Learning
- Formative Assessments
- Summative Assessments
- Selected Response Assessments
- Performance-based assessments
- Summary
M-Learning Instructional Application
- Theoretical Perspectives Revisited
- Case Study 1 (Elementary School): Advancing Creative Writing
Skills via Student Generated Multimedia Books
- Case Study 2 (High School): Exploring Biological Concepts via
Student Created Video Projects
- Case Study 3 (Higher Education Setting): Investigating
Historical Figures via a Class Created Documentary
- Preparing for Your m-Learning Experience
- Summary
About the Author
Dr. Renee Robinson Bio
Dr. Renee Robinson is an Associate Professor of Communication
at Saint Xavier University in Chicago. Her communication areas
of expertise include organizational communication and
instructional communication. Dr. Robinson has published and
presented numerous papers on classroom assessment,
communication pedagogy, computer mediated communication and
classroom instruction as well as mobile technologies and
student engagement. Robinson is a curriculum developer and
previous department chair. She has served as a university-wide
faculty developer and has worked in a number of leadership
positions in various higher education institutions working to
prepare both faculty and students for a changing work
world.
Dr. Julie Reinhart Bio
Dr. Julie Reinhart is an Associate Professor in the School of
Education at Saint Xavier University in Chicago. Her area of
expertise is in Instructional Systems Technology. Dr. Reinhart
is an active researcher who publishes in the areas of
technology integration, distance education, and school reform.
She also serves as the Director of the STEM Education Center at
Saint Xavier University.