Mobile devices are becoming a valuable part of our students’ everyday lives. Bayaa and Daher’s (2009) research explored the use of mobile phone applications (apps) in order to build mathematical knowledge in algebra and geometry. They focused on mathematics mobile education, students’ perceptions of their learning and authentic learning outcomes. In a small study, they found that students enjoyed learning with mobile technology and were motivated to learn more as they were engaged in real world situations. Students used the apps to take pictures, record video, measure time, transfer information, and communicate with one another. One student reported that the mobile devices made learning math “easier, simpler and collaborative.”
Bayaa and Daher (2009) stated that mobile devices assist in math education through:
- Breaking the everyday routine
- Enabling independent learning
- Creating a humanistic environment
- Encouraging collaborative learning
- Enabling math exploration
- Making math visual and dynamic
- Using various mathematical actions
- Making math easy and saving time in learning concepts
All of these outcomes are positive as math is traditionally done with pencil, paper and occasionally, a calculator. They also reported that the relationship between the teacher and student changed to more of a level playing field through using mobile technology. The researchers did recommend caution be used when teaching with mobile apps as some students were merely interested by the novelty of the lesson and the devices could be a distraction for them with all the other apps on their devices. Overall, students were excited to use the apps and appreciated the activity as well as achieved the learning outcomes.
I view the use of mobile apps as very useful in math and science classrooms as mobile devices are used increasingly in many aspects of our lives. Some of the advantages of mobile devices are:
- Calculators apps-no need to buy different calculators to computer various function, just change the app (i.e. graphing calculators, unit conversion calculators, etc.)
- Lesson specific- when studying physics a specific app can be used to explore a concept in depth
- Cheap or free to use- generally the apps cost little money, although the schools would not want to pay for them out of budget funds (a whole new debate topic)
- Internet capabilities- can connect to the web for research, accessing shared documents, reporting results and communication
- Multi-functional- not just a calculator or a phone, an all-in-one device
- Interesting for students- new and exciting applications can be a source of motivation for some learners
- Mobility- the technology is not limited to the classroom, or even a power source
- Teachers become facilitators, not dispensers of knowledge (Zhang et al., 2010)
Zhang et al. (2010) note in their study “mobile devices are used as a hub to mediate all the learning inquires and activities.” I don’t know that I would include mobile devices in all my lessons but would want them on-hand as a reference tool when needed. They also suggest, “Educators need to develop curricula that specifically consider the affordances of these mobile technologies.” I do agree that we need to address the issue of using the devices in our classrooms and plan appropriately for them. I also see that there needs to be some consistency among teachers about the use of mobile devices. Some teachers are all for using them in their classrooms but others want them banned from schools. I don’t know that banning their use is the right way to go as they are becoming a part of life and can be a great educational tool if used properly. Under the right circumstances with the lesson planned to include mobile technology and a caution to students to use the technology properly mobile devices can assist learning, as well as fill 21st century learner goals.
References:
Bayaa, N. & Daher, W. (2009). Learning mathematics in an authentically mobile environment: The perceptions of students. International Journal of Interactive Mobile Technologies, 3, 6-14.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.
Zhang, B., et. al. (2010). Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education, 55, 1504-1523.