Mobile Technology Critical Analysis - Annotated Bibliography Example

Annotated Bibliography Annotated Bibliography Anderson, T. (2009). Foreword. In Ally, M. (Ed Mobile Learning: Transforming the Delivery of Education and Training. Athabasca, AB: Athabasca University Press. Anderson looks at what makes mobile devices so influential applications. Whether made by Google, Microsoft, Apple or any other developer, apps offer excess free or cheap learning instruments that encourage careful engagement and help students to plan, reference, graph, document, film, correct, compare, read, take and organize notes, and perhaps most importantly collaborate with others. Argyrous, G. (2009). Sources and uses of secondary data, in George Argyrous (ed.) Evidence for policy and decision-making. Sydney: UNSW Press. The book is meant for experts with minor or no knowledge in investigation and inquiry, but who need skills in handling, measuring, and critically assessing mobile device in the education sector. It is meant to assist educators in the decision-making process especially when using mobile devices. The book also presents the advantages and disadvantages of mobile learning in a school context. Various polices that can be used in education are presented to facilitate decision making in mobile learning. Chinnery, G. (2006). Going to the MALL: Mobile assisted language learning. Language Learning and Technology. 10 (1): 9–16. Chinnery introduces Language Learning using mobile devices. The paper presents details on Mobile Assisted Language Learning (MALL), as well as its capabilities in language learning and teaching. MALL is an amalgamation language teaching approach which can successfully incorporate reading, listening, and speaking activities. The paper can be used to develop critical thinking and research skills. Use of the MALL software is common in most schools and the soft where is readily available from the internet. The paper explores the theoretic basics and functions of mobile instruction in the literature and examines the achievability of using this universal technology in learning the Iranian EFL language. Furthermore, he conducted a survey on the state of learning languages through mobile devices. He reported technical problems experienced while giving students assignments and their feedbacks. Many of the projects conducted using these mobile devices affected lessons due to technical challenges. Other language projects were seriously affected by lack of internet connection or slow internet connection. He noted that, in order to supplement language teaching, tablets and mobile devices are increasingly being used in the education system. They act as effective ways to monitor students’ performance and feedback presentation. Mobile devices are ideal because one is in apposition to choose the kind of Apps to use during classroom interactions. He asserts that MALL can easily be found in different mobile devices such as iPhones, tablets, and they have started modifying their products to fit the current technological development. Finally, they facilitate the acquisition of language skills, as well as shaping students’ linguistic talents. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U., (2006). One-to-One Technology-Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1(1): 3-29. The paper explores new ways of teaching languages in a digital environment. The paper explores how the use of computers has transformed the educational culture in the modern society. It also presents several challenges teachers experience while using these mobile devices. Donner, J. (2009). Research Approaches to Mobile Use in the Developing World. A Review of the Literature in the Information Society, 24(3): 140-159. The paper conducts a review of 200 studies on the use of mobile device while teaching students. The paper classifies reports in two aspects. One aspect distinguishes reports of the elements of mobile implementation from educators that evaluate the influences of mobile exhaustion, and from educators who focused on the relationship between mobile devices and users. A derived aspect identifies a subgroup of reports with a convincing economic expansion perspective. The analysis considers the consequences resulting in review for future research. By the end of 2001, several mobile devices were being used as a tool of instruction in education, and societies are likely to continue using mobile technologies in different aspects of education. This technical development can be observed in developed and developing societies. This review was mainly conducted on mobile use in the developing world with an aim of determining the major challenges teachers face while using mobile devices in instruction. The researchers were able to gather qualitative information using database sources, bibliographies from the internet, books written on mobile usage, review conducted by the society, as well as other authors Findings from the review explained a lot of topics across different educational areas. However, the study lacked a lot of information from other sources because of rapid growth in technology. Finally, the review was mainly a peer review, where books journals and magazines were reviewed. However, the reports are highly valued because of detailed qualitative information gathered from the reviews. Elias, T. (2011). Universal instructional design principles for mobile learning. International Review of Research in Open and Distance Learning, 12(2), 144-156. This report covers a past analysis of general instructional purpose philosophies in distance learning, by relating them to the strategy of mobile knowledge. Eight philosophies with specific significance for distance learning are chosen, and their references are discussed in connection to the plan of educational resources for a variety of mobile strategies. The difficulties and prospects of mobile instruction are presented, and the importance of the device to educators, as well as the content to consider. He presents that mobile learning consists of tablets and mobile phones that have some formalities, and teachers can use them during instruction. The use of mobile technology has not fully matured but it has been reported that the use of these devices in the education context is growing rapidly. A lot of these procedures draw a lot from learning pedagogies and learning theories. Maniar, N., Bennett, E., Hand, S. & Allan, G. (2008). The effect of mobile phone screen size on video based learning. Journal of Software 3 (4): 51–61. These researchers conduct the effects of phone screening using video learning. The paper presents he education benefits of video learning as a teaching resource in an education context. The researchers further investigated the values of video learning. Their findings indicated that the size of the mobile screens did not affect the students leaning activities. Instead, the phones motivated the teaching and learning process. Through video learning, the students were in a position to discover and develop a lot of knowledge. It further improved the teaching and learning context by providing a collaborative context of teaching and learning. The paper further presents the reason why the screen size of the device can affect the teaching learning process. Findings are further presented in this article. Milrad, M. (2006). How should learning activitiesusing mobile technologies be designed to support innovative educational practices? Slides from the presentation given at the “Big Issues in Mobile Learning Workshop”, Nottingham June 1st, 2006. http://w3.msi.vxu.se/~mmilrad/Kaleidoscope/Milrad.pps Milrad presents the big challenges teachers face while using mobile devices in teaching. She presents different ways students use these mobile devices during teaching and learning process. She also presents some possible solutions to these challenges. Apart from this, she noted that teachers share a lot of teaching resources when they use mobile devices during teaching and learning process. Students who do not get internet services at home, will have access in schools using the mobile devices, and share each other’s assignments. They also learn efficiently because they get quick feedback from their teachers. Teachers also like using the mobile devices because they work together and learn from other educators across the world. Students can get into contact with the content in an interactive manner with mobile devices like iPod and tablets. Then students can get access to several material and libraries using online services. With modern technology, everybody is in a position to publish any written material using online publishers. Prensky, M. (2005). What can you learn from a cell phone? Almost anything!, Innovate : Journal of Online Education, 1(5): 61-51 The article states that mobile learning can be of great importance in a learning context because it acts a motivation in a classroom context. They provide flexible learning opportunities for students at any time from any location where learning it taking place. Mobile learning provides an improved context for online learning especially in distance education programs. They allow face to face learning from students outside classroom. The article presents how mobile devices can be used to blend tradition classroom to mobile technology classrooms. He further noted that students with the lower skill find mobile technology used in the classroom very effective because they can interact freely with other students. They can even use them to learn effectively during classroom activities. Through the mobile device learners can share their experiences and learn from one another. Above all, mobile technology makes the teaching and learning easy because the students can get access to items such as timetables, news and even communication of events. Rogers, E. M. (2003). Diffusion of innovations. New York, NY: Free Press. He reveals that dissemination is the means by which an invention moves through evident networks over period between the members of a social system. The roots of this approach or theory are different and range from several areas of education. The article presents the main elements of diffusion, which are communication, time, social system, and innovation. Diffusion of Innovations theory aims at explaining how new modern innovations are adapted to the contemporary society. He defines an innovation as an idea or an action that is taken afresh by the entire population. He presents the qualities that make an idea spread, the importance of peer to peers interaction and reviews. He further presents the needs of different users of an innovation. He presented the following stages of implementation; Knowledge, persuasion, decision implementation, and confirmation. He even presents the rate of adoption and the types of individuals that adopt the new innovation. Therefore, he looked at innovation of ideas and how to implement these ideas, and how ideas spread through the community using proper medium of communication. The diffusion procedure entails of a few entities that adopt an invention at the beginning, then unfold the innovation among their group of associates or friends procedure which normally takes several days or months. However, there are exclusions for example in 1990 the use of internet spread quickly the other inventions in the world. Additionally, the Internet is transforming the nature of dissemination by reducing the significance of physical space between individuals. The edition presents the use of the internet, and the way it changes how people connect and adopt new innovations. Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing, 11, 22-41. doi: 10,1016/j.asw.2005.12.001 These authors presented different approaches used by teachers when presenting students feedback after an assessment. The text consists of critical approaches used in mobile learning within a classroom. These authors presented thought provoking questions that assist in understanding different concept of mobile education. They also presented that grading papers after assessment can be the most difficult task for a teacher. Teachers also present very difficult comments, which demotivate students. Finally, this comment might prevent students from understanding bigger concepts. References Anderson, T. (2009). Foreword. In Ally, M. (Ed.), Mobile Learning: Transforming the Delivery of Education and Training. Athabasca, AB: Athabasca University Press. Argyrous, G. (2009). Sources and uses of secondary data, in George Argyrous (ed.) Evidence for policy and decision-making. Sydney: UNSW Press. Chinnery, G. 2006. Going to the MALL: Mobile assisted language learning. Language Learning and Technology. 10 (1): 9–16. Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U., (2006). One-to-One Technology-Enhanced Learning: An Opportunity for Global Research Collaboration. Research and Practice in Technology Enhanced Learning, 1(1): 3-29. Donner, J. (2009). Research Approaches to Mobile Use in the Developing World: A Review of the Literature, in the Information Society, 24(3): 140-159. Elias, T. (2011). Universal instructional design principles for mobile learning. International Review of Research in Open and Distance Learning, 12(2): 144-156. Maniar, N.Bennett, E., Hand, S. & Allan, G. (2008). The effect of mobile phone screen size on video based learning. Journal of Software 3 (4): 51–61. Milrad, M. (2006). How should learning activities using mobile technologies be designed to support innovative educational practices? Slides from the presentation given at the “Big Issues in Mobile Learning Workshop”, Nottingham June 1st, 2006. http://w3.msi.vxu.se/~mmilrad/Kaleidoscope/Milrad.pps Prensky, M. (2005) What can you learn from a cell phone? Almost anything!, Innovate: Journal of Online Education, 1(5): 61-51. Rogers, E. M. (2003). Diffusion of innovations. New York, NY: Free Press. Stern, L. A., & Solomon, A. (2006). Effective faculty feedback: The road less traveled. Assessing Writing, 11, 22-41. doi: 10,1016/j.asw.2005.12.001 Read More