Diane Burke

Innovators in Teacher Education: Diffusing Mobile Technologies in Teacher Preparation Curriculum.

Abstract The purpose of this study is to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative. We used a questionnaire consisting of open-ended items to identify teacher preparation institutions that are functioning as innovators in this area and to determine their adoption method. Our results indicate the innovators are using a variety of methods as they explore the possibilities, but, as a whole, we have not yet reached the tipping point necessary for this innovation to take hold. As we are in the early stages of what could become a movement, we anticipate that this article will stimulate some forward momentum and cross-institution sharing.

The use of mobile learning in PK-12 education

With the increase in mobile device affordances, there has been a concomitant rise in the level of interest in investigating the breadth, purpose and extent of mobile learning in education. This systematic review provides a current synthesis of mobile learning research across 20102015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories, specifically behaviorist, constructivist, situated, and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge. Qualitative coding show 40% of researchers designed mobile activities that fit with the behaviorist approach to learning.Science was the most common subject researched at 53%.Elementary schools were the most often studied setting comprising 56% of the studies.63% of the studies focused on the student learning rather than the device.The majority of the studies took place in formal educational contexts at 50%.

Research Trends in the Use of Mobile Learning in Mathematics

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This research was a systematic review of 36 studies in mobile learning in mathematics from the year 2000 onward. Eight new findings emerged: 1 The primary purpose of most studies was to focus on evaluating mobile learning. 2 Case studies and experimental design were the main research methods. 3 Most studies report positive learning outcomes; 4 Mobile phones were the mobile device used most often. 5 Elementary school settings were the most common research context. 6 The majority of researchers did not identify a specific mathematical concept being studied. 7 The majority of the studies took place in formal educational contexts; and 8 research on mobile learning in mathematics is geographically diverse.

Review of Trends in Mobile Learning Studies in Mathematics: A Meta-Analysis

The field of mobile learning is growing an exponential rate. To best understand this field, it is crucial to gain a collective understanding of the research that has taken place. There are a number of recent studies which looked at collective trends in mobile learning across subjects. However, these results do not provide insight into specific subject areas. This meta-analysis reveals the trends in mobile learning in mathematics with a comprehensive analysis and synthesis of 48 studies from the year 2000 onward. Major findings include that most of the studies focus on effectiveness, followed by learning design. Mobile phones are currently the most widely used device used. Also, the use of mobile devices for mathematics learning is most common in elementary (5-11 years old) school settings.

Mobile Learning in Teacher Education: Insight From Four Programs That Embraced Change

Abstract Access to and use of mobile technologies are growing exponentially. The authors of this study identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. In-depth interviews were conducted with a representative from each institution in order to determine the factors that influenced their ability to change their educational technology curriculum to include teaching about mobile devices. The interviews revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions. The findings herein are shared with the intention of triggering conversations about adopting mobile technologies in teacher education curriculum and stimulating further research in this area.

The use of mobile learning in higher education: A systematic review

Abstract Mobile device ownership has exploded with the majority of adults owning more than one mobile device. The largest demographic of mobile device users are 18–29 years old which is also the typical age of college attendees. This systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies. Major findings include that the majority of the studies focused on the impact of mobile learning on student achievement. Language instruction was the most often researched subject matter domain. The findings reveal that 74% involved undergraduate students and 54% took place in a formal educational context. Higher education faculty are encouraged to consider the opportunity to expand their learning possibilities beyond the classroom with mobile learning.

Humanoid robots supporting children’s learning in an early childhood setting: Humanoid robots supporting children’s learning

Abstract: This qualitative study explored the affordances provided by the integration of the NAO humanoid robot in three preschool classrooms. Using the Head Start Early Learning Outcomes Framework as a lens, the researchers qualitatively analyzed data from focus groups, observations, field notes and student artifacts, using grounded coding to uncover language and communication, physical, cognitive and social–emotional learning experiences for children. The researchers also examined interactions between the robot, children and teachers to identify successes and challenges experienced during the integration. Findings indicate the robot provided opportunities for student development in all learning domains. Students were intellectually curious about the robot; data showed their eagerness to “talk with,” generate questions about, make eye contact with and learn more about the robot. Students viewed these interactions as two‐way. The presence of the robot created much enthusiasm and excitement, resulting in the opportunity for students to practice waiting their turn and cooperation. Challenges uncovered show that teachers lacked experience and knowledge in the integration and operation of the robot. Despite these challenges, findings show that teachers welcomed the robot as a tool in the classroom to align with curriculum requirements and meet the developmental needs of children. [ABSTRACT FROM AUTHOR]