Mobile learning can be both beneficial and conflicting in the classroom. The mobile device houses a wealth of knowledge but contains many distractions along the way. Younger generations gravitate toward technology, as the use of set devices have created a new outlet to learn. Does greater use of mobile learning in the classroom, revolutionize the education system?
The pros and cons of accessing a mobile device during classroom time can be affected by many factors such as social media, search engines, videos, and games. Social media can be a great source of communication between peers, though can lead to a variety of distractions along the way. Search engines can also seek to research for information, which would deem unhelpful in an education institution. Videos and games can be beneficial to students by connecting them to something appealing, though can easily distract if the wrong selections are made.
If students can be taught great media and digital literacy skills at a young age. Education systems would not need to be biased toward the use of mobile technology in the classroom. This is the future of education, and teachers need to utilize these tools more in the classroom. The proper school searches should be addressed to students, as well as an action over the distraction method of approach while using the technology.
As a teacher candidate, I have witnessed the benefits of mobile technology in the classroom. I have especially noticed the impact technology has upon students with learning disabilities and exceptionalities. A computer or smartphone, for example, hosts a variety of learning strategies. If the student is an aural learner, technology can speak the text while you read and write. If you are a visual learner, a wide selection of ways to present information can be displayed. Thirdly, if the student is a kinetic learner, games can direct hands-on learning experiences.
Great mobile tools which can benefit the classroom are ‘Grammerly’ and ‘Dragon.’ Students learning to improve their writing can edit their work with the drop of a button. Instead of having to wait on educators to correct their mistakes, ‘Grammerly’ can edit and show corrections. Students can improve their writing outside of the classroom, where the teacher is not always accessible. ‘Dragon’ is another program students can use, which writes out the users speech. This can benefit students with obstacles that prevent them from writing. These are a few of the sources students can utilize in the classroom. I find mobile learning to be incredibly resourceful, and as an educator I encourage to implement these tools.
There was a student in my placement, who had difficulties organizing their information properly. With the help of a laptop, their work and ideas were properly displayed. Another student had trouble spelling and forming sentence structures. The use of ‘Grammarly’ greatly influenced their work. Technology can benefit students who wish to learn and grow as students in the classroom.
A specific expectation from the Ontario Language Curriculum of grade 7 states, “3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create” (page 134). This ties in great with this blog as this enforces students to learn mobile technology affectively and appropriately in the classroom. The ability to create through media text is a great goal for learners to achieve, rather than recycling much of the same material. I want to see more technology showcased in the classroom. Cell phones are libraries at the palm of a student’s hand! Have we ever stopped a student exploring the library? There are distractions anywhere you go so why stop at a device, which is not as familiar to the education system? We need to innovate this idea; the accessibility to technology is key to the future.
Final Reflections:
How can we as educators change the education perspective?
What actions are necessary for students to use mobile technology appropriately?
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