Rosenberg, D. (2009). PLATO'S iPOD. Independent School, 68(2), 92-95. http://search.ebscohost.com.libdata.lib.ua.edu
The article examines the usefulness of handheld computers and cell phones; whether they are mere distractions or have greater benefit. Education administrators have found these devices offer language lessons, display animations of science processes, are utilized for polling and testing, and as a gateway to other learning opportunities. Mobile manufacturers, Samsung and Apple, have developed over one hundred education related cell phone applications used by teachers nationwide. Worries about the technology being a distraction in schools is overblown. Instead of scrutinizing students for using mobiles devices, teachers should help students understand how to manage these tools responsibly.
Harris, C. (2008). An iPhone for Every Student. School Library Journal, 54(11), 22. Retrieved November 3, 2009, from Library Lit & Inf Full Text database.
The author proposes Apple iPhones or iTouches for every student instead of laptops and compares the two devices. The iTouch is a durable fully functional computing platform with WiFi capabilities. The iPhone can connect to other devices in a network for interactivity and offers documentation features with its built in camera. There are endless possibilities for both with downloadable applications. No matter which one is selected for students, the article emphasizes instruction on ethical use. The main goal is to provide all students with an enriching and powerful computing tool.
Sturgeon, J. (Nov 2007). Talkin' up a storm: the debate over integrating cell phones into instruction rages: do potential security risks and classroom disruptions negate the promise of academic gains? A North Carolina pilot program may soon have the answer.(mobile technology). T H E Journal (Technological Horizons In Education), 34, 11. p.16(2). Retrieved November 05, 2009, from Academic OneFile via Gale:http://find.galegroup.com.libdata.lib.ua.edu/gtx/start.do?prodId=AONE&userGroupName=tusc49521
The addition of technology to a school curriculum has been shown to increase engagement. Offering smartphones to students as a learning tool not only benefits the students but is easier for education administrators to maintain since they do not have to implement separate wireless networks. The article highlights a pilot program in North Carolina called Project K-Nect which teaches Algebra I at four high schools by utilizing smartphones. The devices are controllable by the instructor so students cannot use them for social networking during class time. Since the device relies on a cellular network instead of internet access more students can also use the phones at home. The project hopes to challenge many false assumptions about the devices as well as diffuse the fears of policymakers about the gadgets.
Nash, S. S. (Annual 2007). Mobile learning, cognitive architecture and the study of literature.(Report). Issues in Informing Science & Information Technology, 4, p.811(8). Retrieved November 03, 2009, from Expanded Academic ASAP via Gale:
http://find.galegroup.com.libdata.lib.ua.edu/gtx/start.do?prodId=EAIM&userGroupName=tusc49521
Mobile learning, also known as m-learning, offers an opportunity to access literature like never before. The portability of the medium allows for greater collaboration as well as diversion. With literature being easily accessible and offered at little to no cost, there has been a shift in learning strategies. Along with the literature are supplementary images, glossaries, time lines, audio, and simulations. The article focuses on understanding cognitive architecture which helps ensure desired outcomes from the instructional strategies using the additional multimedia materials.
Thomson, A. (2009, March 27). Lecturers see the benefits of mobiles in classrooms. The Times Educational Supplement, p. 7. Retrieved November 4, 2009, from LexisNexis Academic database.
The article reports findings from projects funded by the Learning and Skills Council. From 2007-2008, the funds purchased 10,000 hand-held devices for 10,000 students and over 2,000 staff at 75 colleges and 18 schools. As a result of the projects, student retention rates increased. Students said the devices made learning more interesting, and staff felt the handhelds enhanced their teaching and helped students to learn. Fears about the devices being too difficult for students to learn were dispelled, but training for staff on how to utilize the devices was critical. The mobile devices were particularly useful for work-based learning and field trips. Though participation in the project increased the following year, lack of funding may not allow for the program to continue.
