As mobile technologies grow along with the number of applications being developed for the devices on almost daily a basis it is hard to continue ignoring the wide possibilities of applying those technologies in education. iPads have been at the center of discussions in the educational realm for few years already and as a result a lot of the K-12 schools have it as a standard ware in classrooms. In addition to iPads and other tablet devices (like tablet PCs, Kindle Fire, etc), smart phones are now picking up pace in being used for learning instead of being banned from the classroom (although there is still some debate over whether the pros outweigh the cons) (Walsh, 2012). There is a number of school projects that involve instant messaging and SMS (short message service) that have been documented as successful in achieving learning outcomes such as, the poetry project at Chester Middle School (http://www.aolnews.com/2010/05/02/teaching-by-texting-starts-to-take-hold/), or a trigonometry course at Cal High (http://www.thecalifornianpaper.com/news/1428-teaching-by-texting.html), or Vicky Davis’ class project (http://coolcatteacher.blogspot.com/2008/08/kicking-off-school-year-web-20-style-w.html). The use of SMS especially is very much worth looking into further because of the fact that it provides connectivity and communication anytime, anywhere without a computer, and without the Internet which can be very helpful in rural Alaska areas where bandwidth is scarce.
Many positive arguments have been made in educational communities (Academia, Classroom 2.0, Edudemic, etc) in favor of using this technology. Some of the positive arguments in favor of using the devices include their portability (especially with smart phones) and affordability (the cost of an iPad is still almost half of the cost of a desktop computer and 78% of teenagers already have a cell phone), the ability to provide instant feedback to students, the ease of collaboration and group-work, instant access to information that makes learning happen and extends beyond the hours of the classroom, contribution to student literacy (traditional print-based and digital) and successful reading practices (Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. 2012). Some even say the use of mobile devices improves test scores (Washuk, 2012). Furthermore, yet another positive aspect of learning on mobile devices which is often overlooked is the fact that they appeal to and utilize all learning styles—visual, audio and kinesthetic alike. You can read, listen, interact, practice and create — all on the same device.
But of course, there could not be a positive without a negative. The negative arguments mostly deal with two factors: ease of possibility of cheating (many students have been caught SMSing each other for answers) and the devices being destructive in a classroom (students use it to text friends, play apps or watch videos during class) . Some even bring into question health risks, especially for younger children, with use of digital devices (Walsh, 2012). What is interesting is that most of the arguments are structured around schools’ policies about mobile devices that are already in place. According to Laura Selby, “The most powerful argument against cell phone use in schools, however, is how schools handle students’ use of the devices. If your school district has embraced all things mobile, the benefits of your student’s having a cell phone may outweigh the disadvantages. But some schools see mobile phones’ potential for distraction, cheating, bullying, and disruption as far more significant than the benefits they offer…” (Selby, 2012).
Nevertheless, in spite the cons listed above, I think the pros outweigh them by far. I completely agree with Vicky Davis, the author of Cool Cat Teacher Blog, that we have to deal with mobile technology “just like we “deal” with scissors,” meaning we will have to educate out learners how to use it safely, appropriately, beneficially and I guarantee you they will pay off! (Davis, 2009).
Resources:
Nagel, D. (2012, July 25). Apple Sells Twice as Many iPads as Macs to U.S. Schools. The Journal. Retrieved from http://thejournal.com/articles/2012/07/25/apple-sells-twice-as-many-ipads-as-macs-to-u.s.-schools.aspx
Walsh, K. (2012, June 20). Are the benefits outweighing the downsides of potentially excessive use of these devices by younger and younger children? Emerging Ed Tech. Retrieved from http://www.emergingedtech.com/2012/06/pros-and-cons-of-digital-devices-in-the-hands-of-young-students/
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (In Press). Exploring the use of the iPad for literacy learning. The Reading Teacher. Retrieved from http://iastate.academia.edu/AmyHutchison/Papers/1269466/Exploring_the_Use_of_the_iPad_for_Literacy_Learning
Washuk, Bonnie. (2012, February 16). Report says giving iPads to Auburn kindergarteners increases test scores. Bangor Daily News, Education. Retrieved from http://bangordailynews.com/2012/02/16/education/report-says-giving-ipads-to-auburn-kindergartners-increases-test-scores/
Selby, L. (2012, July 7). Do Cell Phones Belong in Schools? TECCA. Retrieved from http://www.tecca.com/columns/school-cell-phones/
Davis, V. (2009, March 8). Making the Case for Cell Phones in Schools. Cool Cat Teacher Blog. Retrieved from http://coolcatteacher.blogspot.com/2009/03/making-case-for-cell-phones-in-schools.html