Mobile technology has impacted pedagogical studies in a classroom and influences educators on their teaching practice (Domingo, 2016). Mobile technology is becoming more advanced throughout the 21st century and practitioners recognise the awareness of technology and the support it maintains in classroom learning (Herro et al, 2013). Technology resources within a educational environment include wireless devices; smartphones; iPads; iPods; gaming system; tablets; and laptops (Gibb, 2015). Educators believe that mobile learning develops three pillars of knowledge that includes constructive learning, collaborative learning and situated learning (De Jong, 2001 cited in Ryu & Parsons, 2009). Although, practitioners may experience a lack of confidence and awareness when using mobile technology (Leggatt, 2016). Using technology and social media, I have gathered primary research on the influence of mobile technology in a classroom.
References
Domingo, Marta Gómez. (2016). Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom. Computers in Human Behavior, 56, pp. 21-29
Gibb, N. (2015). Impact of smartphones on behaviour in lessons to be reviewed. Online at: (https://www.gov.uk/government/news/impact-of-smartphones-on-behaviour-in-lessons-to-be-reviewed). Accessed 17th November 2016.
Herro, Danielle. Kiger, Derick, & Owens, Carl. (2013). Mobile Technology: Case-Based Suggestions for Classroom Integration and Teacher Educators. Journal of Digital Learning in Teacher Education, 30(1), pp. 30-40.
Leggatt, S. (2016). Overcoming the barriers of distance: using mobile technology to facilitae moderation and best practice in initial teacher training. Journal of Further and Higher Education, 40(3), pp. 432-446.
Ryu, H., & Parsons, D. (2009). Innovative Mobile Learning Techniques and Technologies. Hershey: IGI Global.
I agree that mobile technology can impact on a child’s pedagogical learning path (Alderson, 2008) which influences the style of teaching. This is supported by article-28 and 29 of the United National Convention on the Right of the Child 1989 (Catherine, 2011). Do you think that practitioners can adapt to every child within the classroom which is supported by the Children Act (2004)?
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Alderson, P. (2008) Young Children’s Rights: exploring beliefs, principles and practice. London: Jessica Kingsley Publishers Ltd
Catherine, R. (2011). “Creating a world fit for children”. Understanding the UN convention on the right of the child. New York: Idebate Press
Children Act 2004 (2004). Online at: http://www.legislation.gov.uk/ukpga/2004/31/pdfs/ukpga_20040031_en.pdf. Accessed 06th December 2016
I agree that practitioners are able to support every child in the classroom with the help of mobile technology. Mobile technology allows practitioners to meet individual needs of every child (Galloway, 2014). Educators may also use the three different pillars of knowledge when using mobile technology to ensure every child is fully supported within education (De Jong, 2001 cited in Ryu & Parsons, 2009).
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Galloway, J., John, M., & McTaggart, M. (2014). Learning with mobile and handheld technologies : Inside and outside the classroom. London: Routledge.
Ryu, H., & Parsons, D. (2009). Innovative Mobile Learning Techniques and Technologies. Hershey: IGI Global.
I agree that mobile technology is becoming more progressive in today’s society, although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers perceptions of how mobile technology impacts learning (Marta Gómez). There is no lack of enthusiasm for technology among UK teachers and there is broad support for the principle that improves learning (Samantha Blyth 2015) however many teachers are unsure about how to integrate technology into the curriculum which then leads to many items going unused on a regular basis. The primary research for your graph above shows the statistics on how technology has impact on learning. The statistic show how more schools and teachers are more experience with the use of technology in classroom.
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Primary technology education. (2003). 1st ed. Geelong, Vic.: Deakin University.
Sciencedirect.com. (2017). Exploring the use of educational technology in primary education: [online] Available at: http://www.sciencedirect.com/science/article/pii/S0747563215302387 [Accessed 12 Jan. 2017].
Gurney-Read, J. (2017). Classroom technology 'rarely used' by half of teachers. [online] Telegraph.co.uk. http://www.telegraph.co.uk/education/educationnews/12013650/Classroom-technology-barely-used-by-half-of-teachers.html [Accessed 12 Jan. 2017]
The graph above is an excellent example for the impact mobile technology.Thank you for sharing it in your post!
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