The Use of Handheld Devices in Education - Case Study Example

Technological Innovations Introduction Education for is an experience where the minds get to understand the way things and domains operate. This means that students are exposed to environment where they are able to receive education and shape their thinking and learning skills by the use of different mechanisms. This study seeks to provide an overview on the use of mobile devices in education. According to this study, education is considered by institutions as having some level of liberating effect because students are granted opportunity of nurturing their skills in different areas. Therefore, the outcome in most instances is one of self-actualization. It is important to note that the power of computing is currently accessible to everyone including students, therefore, making it necessary the use of mobile devices for education purposes (Warschauer, 2011). Learning involves creation of relationships on what is already known and things that are new. There are different innovations that are developed in the process of learning that guarantees either permanent or temporary changes in the life of individuals (Caswell, 2011). According to Simpson et al (2013), learning has four major pillars that include human beings as social beings, knowledge in a particular premise and active engagement that ensures existence of meaningful lives. The learning process has more factors that influence the intended outcome in the use of technology. Therefore, it is important to consider content of information in learning processes and the teaching methodologies that eventually lead to the evaluation of the whole procedure undertaken. This study looks at the impact of innovative technology; in this case mobile devices in promoting education. Mobile device as used in this study refers to portable computing devices, usually handheld, such as cell-phones, smartphones or tablets. These devices are used across generations for easier access of information and communication purposes. Such mobile devices are important elements in all industries from manufacturing, production and service industries. Statistics by The International Telecommunication Union shows that there are nearly seven billion mobile phone users globally. In this case, the process of adaptation provides an inherent characteristic on the way new ideas as well as practices are incorporated and communicated in the education sector. There is the inclusion of testing the diffusion of Innovations in Education model. The nature of Education as the chosen industry The education industry comprises of all learning institutions such as colleges and universities. The education sector is primarily divided into three categories that include the K-12 comprising of nursery to twelfth grade, then higher education and vocational education. This study focuses more on the use of mobile devices in higher education for learning purposes. The use of mobile devices in education can help in empowering teachers and learners by improving the nature of communication and relationships through interaction. The devices also provide new modes of delivery capable of transforming teaching and entire learning processes. In this case, mobile phones are in particular the suitable tools applicable in advancing education since they are the most available ICT elements globally (Samrajiva and Zainudeen, 2008). Innovations Technological innovation refers to the process through which existing technologies are improved and developed to accommodate wider area of usage (Hunsperger, 2004). Innovation is usually thought to be composed of different elements such as research; development, demonstrations as well as deployment linked through various interconnections and feedback loops that occurs between stages. According to Hunsperger (2004), the innovation process also incorporates a range of organizations as well as personnel that brings different institutional arrangements that facilitates development and implementation of different technologies such as the mobile device (Hunsperger, 2004). The history of mobile phone is linked to the devices that connect wirelessly to what is known as the public switched telephone network. Mobile technology can be traced back to more than hundred years, the only difference being that the first mobile phones were bigger in size, therefore, barely portable as compared to the current mobile technology (Sagar, 2013). According to Agar (2004),the inception of the first wireless technology took place in the early 1900s, which was an invention of the Oakland Transcontinental Aerial Telephone and Power Company. This was followed by the testing of wireless telephone system on the German military trains that were operating between Berlin and Zossen in 1918. The idea led to the approval of the use of train telephony equipment in 1926 that was further upgraded in 1940s in the form of hand-held radio transceivers that proved bulky, heavy and consumed high amount of power. Later development of cellular technology contributed to a new era that ushered in adoption of mobile phones as means of communication (Farley, 2007). Before 1973, there was limitation on the use of mobile telephony where phones were installed in automotive devices such as trains and vehicles. For the purposes of upgrading from this era, Motorola became the first company to innovate and implement handheld mobile phone. Later the company developed wireless communication devices that were later to become portable, therefore, facilitating the development and design of cellular phone (Agar, 2004). The inception of the first generation network operations took place 1983 in the United States and took more than ten years to reach the market (Sagar, 2013). The 1990s saw the emergence of the second generation network system with two competing standards; the European GSM and US-developed CDMA standards. The difference was that the 2G network used digital instead of analog transmissions which led to explosive demand and use of cell phones in the 1990s (Farley, 2007).For the purposes of easing the ever increasing demand 3G network technology was developed making it possible the streaming of media content (Sagar, 2013). Mobile Devices and Opportunity for Innovation There is an increase in the use of mobile devices within the educational sector for learning purposes. Martin (2003) asserts that such a dimension generates ample opportunity for different innovations that basically designed for the purposes of helping students attain their desired goals in learning while at the same time assist them in navigating various logistics and circumstances of being a student. The mobile devices are used by students for several reasons such as registration process. On the same note, the mobile devices are used by students in the process of locating campus study spaces that help in meeting specific criteria. There is also provision of personalized and timely information with expectations for future enhancements (Martin, 2003). The current generation of students demands application of friendly user interfaces that can only be satisfied through the use of mobile devices. In this case, the various innovations such as mobile access provides an opportunity for Learning management system (LMS) that has the potential of making significant difference on student educational experiences. The use of such systems as LMS assists students in logistics and at the same time enhancing their learning experiences. The mobile approach seems to work wonders in engaging students with the content including acting as a convenient tool for study. This is since a number of book publishers are availing their books contents online making it easier for students to leverage course content in any environment (Surendra, 2001). The increasing use of Smartphone such as Droids and iPhones that incorporates multimedia capabilities, prompt education reformers to accept these devices as vehicles towards transformation of learning in the 21st century. These devices present benefits as well as challenges since such devices motivate students by enabling them access wealth of knowledge from the web and are also affordable as compared to computer laptops or desktops. Some of the challenges associated with the mobile devices is their distractive nature whereby it is easier for students to watch funny contents instead of lesson lecture. It also possesses the challenge on verification of authentic and quality learning materials that creates the possibility of students relying on inaccurate information (Campbell, 2005). However, the use of handheld mobile devices such as iPod facilitates transfer of information, storage and display of large files for the purposes of presentation and multimedia assignments. The use of mobile devices have further enabled students to record discussion sessions and at the same time, they use podcasts for the purposes of sharing comments. Such devices also facilitate field studies where the device is used for various subjects such as cultural studies, arts, Environmental science amongst other field of studies (Isleem, 2003). There is an assumption that the use of mobile devices in education provides a crucial ingredient that is capable of supporting learning systems for the purposes of achieving educational goals. In addition, there is the implication that e-learning through mobile devices incorporates the aspect of flexibility and reduction in time as well as operational costs. There is the general assumption that the use of such devices enables easy and quick access to some solutions from variety of learning materials (Scanlon et al., 2005). However, there are some limitations to such e-learning processes that include aspects such as the need for technology infrastructure which at times may not be accessible to all students. At the same time, there are various limitations associated with bandwidth that causes weak multimedia performance within learning institutions and also limit face-to-face contact between students and teachers (Casmar, 2001). It is true that the use of mobile devices influences various changes within the education sector and the society at large, therefore, changing the way and perspective on current education. This effect leads to creation of a wide variety of products that continue improving the lives within society (Dooley, 1999). As much as it is widely used in a number of areas - including art, music and writing, some enthusiasts seem to be reluctant about the contribution of the technology in the field of education. Mobile technology is exclusive on the basis of representation medium that grants the process an element of space. Such representation incorporates various aspects such as space, which is visual as well as space from social perspective in some subject areas. Diffusion of Innovation Theory Diffusion of innovations provides an explanation of the way the population receives different innovations. The theory of diffusion of innovations encompasses some valuable insights into the field of social change (Hoerup, 2001). These include the qualities that enable the spreading of the innovation, the place of peer networks and developing an understanding on different user segments. This theory takes a different perspective as compared to other theories of change, since the focus is on change as well as involving evolution of products as well as behaviours. In this case, it is not the people but the innovations that experience change. According to diffusion scholars, five attributes determine the extent of success of an innovation that include; relative advantage, compatibility with existing values and simplicity of use. In this case, Roger’s diffusion of innovations theory is considered most appropriate in the process of investigating technology adoption in education. According to Rogers (2003), technology refers to a design for instrumental action used in the reduction of uncertainties, therefore, helping in achieving a desired outcome. There are four main elements of diffusion of innovations that include innovation, communication channels, time and social system. Rogers refers to an innovation as the idea and practice perceived as new by other units of adoption that incorporates individuals. Adoption of technology is characterized by three steps that include knowledge, persuasion and decision of the innovation-decision process. However, there are various obstacles to innovation that comes in form of uncertainty that determines the changes within an individual or social system as a result of adoption. Such uncertainties can only be reduced through the knowledge of its advantages and disadvantages. Communication channel is the other element of diffusion and refers to the process through which participants create and share information for the purposes of reaching mutual understanding (Rogers, 2003). According to Rogers, diffusion is a specific kind of communication and includes elements such as innovation, two individuals and channel of communication. The third element is time whereby according to Rogers (2003), demonstrates one of the diffusion strengths. The time dimension incorporates innovation-diffusion process, rate of adoption as well as adopter categorization. Then the last element in the diffusion process is the social system that represents a combination of interrelated units performing joint problem solving for the purposes of accomplishing a common goal. In this case, diffusion of innovation theory presents a way through which new ideas and practices such as the use of mobile devices in education can be adopted or rejected. Strategic Alliances There are different kinds of alliances within the field of education that promotes the use of handheld devices in learning. For instance the m-Education alliance that is committed towards reduction of barriers on accessing appropriate and low-cost mobile technologies. The focus is on improving learning outcomes in both formal and non-formal education across all levels including developing countries (Campbell, 2005). The m-Education Alliance is committed towards supporting the identification as well as application of mobile technologies capable of addressing pressing educational issues such as literacy, accessibility, provision of appropriate content for education as well as professional development. For instance, digital art has been accepted in todays culture as a way through which people express themselves. Digital technology through the use of mobile devices has evolved through the years leading to radical change in the field of education, production and art. The technology has greatly influenced individuals such that their dealings mostly focus on visual culture in their surroundings. This is because the technology offers complete flexibility and accessibility hence does not portray a fixed representation of reality making it be easily reproduced. The idea on incorporation of mobile technology in education answers the question of the contrast between traditional and digital methodologies and further examination and definition of information in the present culture (Finley, 2003). Intellectual Property This refers to innovative creation of the mind that evolves in various forms such as symbols, names and images. Intellectual property is well divided into categories that include industrial property that entails patents for innovative work and copyright that entails literary works. In the management of the Intellectual property, there is need for institutions to develop their IP strategies for the purposes of accommodating patent strategies. In this case, large firms focus on governance of various forms of open innovation, therefore, increases their quality provisions while focusing on internationalized patenting. The case from mobile technology innovation gives good illustration on the role of intellectual property management especially in governing open innovation systems within education sector (Martin, 2003). In this case, the development of IP management skills such as sourcing, control, licensing and valuation leads towards increased efficiency in technology relationships within the educational sector (Martin, 2003). This would finally ensure increase in innovativeness as well as economic development. Issues that may impact on the adoption of mobile devices The use of handheld devices in education presents an important factor that has a remarkable impact on the ease and speed of learning amongst students (Finley, 2003). There are some crucial elements that determines the success on the use of mobile devices in education that include accessibility by students, infrastructure development and instructor adaptability. According to Casmar (2001), the use of mobile devices contains some level of potential in making learning available and accessible, therefore, promoting the aspect of engagement. The benefits of using these handheld devices in education exceed perceived costs on accessibility and infrastructure development. The current improvement in the Wi-fi access should encourage speed and reliability for the process to be efficient. In this case, students and instructors are provided with means necessary in incorporating handheld devices in education. Conclusion This report shows that incorporation of handheld devices can influence a student’s academic success through efficient management of time. In this case, there should be massive investment in improving the application and usability of mobile devices that will prove of great benefit to students. This should be accompanied by the development of innovative applications that reinforces learning inside and outside the classroom set-up. Training and professional development is also necessary for the purposes of reducing the distractive effects while improving methods and policies on the use of mobile devices in classrooms. For improvement purposes, it is necessary for instructors to be given time off for the purposes of preparation before incorporation of mobile devices in training. This could encourage further development on the side of instructors in the process of teaching students. However, for successful implementation of mobile device in education, institutions should ensure that all students can access mobile devices. For instance, the students can be allowed to access mobile devices on a rental basis through defined programs. The program can be extended to incorporate loan services specifically for mobile devices. References Agar, J. 2004 . Constant Touch: a Global History of the Mobile Phone. Cambridge: Icon. Campbell, G. 2005. There’s Something in the Air: Podcasting in Education. EDUCAUSE Review 40 (6), 32-47. Casmar S.P. 2001. The adoption of computer technology by faculty in a college of education: an analysis of administrative planning issues (Doctoral dissertation, Washington State University, 2001). ProQuestDigitalDissertations. (UMI No. AAT 3025011). Caswell, T.2011. Digital Learning Resources. The Open Course Library of the Washington State Colleges. Washington State Board for Community and Technical Colleges (SBCTC) Educational Technology Debate. Dooley, K.E. 1999. Towards a holistic model for the diffusion of educational technologies: An integrative review of educational innovation studies. Educational Technology & Society 2(4), 35-45. Farley, T.(2007).The Cell-Phone Revolution. American heritage of invention & technology,22 (3): 8–19 Finley, T.R. 2003. A descriptive study of utilization of technology from a perspective of full-time faculty in Virginia’s higher education teacher-education programs (Doctoral dissertation, The George Washington University, 2003). ProQuest DigitalDissertations. (UMI No. AAT 3083800) Hoerup, S.L. 2001. Diffusion of an innovation: computer technology integration and the role of collaboration (Doctoral dissertation, Virginia Polytechnic Institute and State University, 2001). ProQuestDigitalDissertations. (UMI No. AAT 3031436) Hunsperger, E. 2004. PDA use in social studies. Proceedings of SITE 2004, pp.4813-4818 Isleem, M I. 2003. Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey (Doctoral dissertation, The Ohio State University, 2003). ProQuest DigitalDissertations. (UMI No. AAT 3124087). Martin, M.H. 2003. Factors influencing faculty adoption of Web-based courses in teacher education programs within the State University of New York (Doctoral dissertation, Virginia Polytechnic Institute and State University, 2001). ProQuest DigitalDissertations. (UMI No. AAT 3089087) Rogers, E.M. 2003. Diffusion of innovations (5th ed.). New York: Free Press. Sagar, A. 2013. Technological Innovation. Retrieved from http://www.eoearth.org/view/article/156452/. [ Accessed 04.20.2015] Samarajiva, R., & Zainudeen, A. (Eds.). 2008. ICT infrastructure in emerging Asia. Ottawa: IDRC Scanlon, M., Buckingham, D. & Burn, A. 2005 .Motivating Maths? Digital Games and Mathematical Learning. Technology, Pedagogy and Education, 14 (1), 127-137 Simpson, A., Walsh, M., &Rowsell, J. 2013.The Digital Reading path: Reaching modes and Multidirectionality with iPads. Literacy Journal, 47 (3), 123-130 Surendra, S.S. 2001. Acceptance of Web technology-based education by professors and administrators of a college of applied arts and technology in Ontario (Doctoral dissertation, University of Toronto, 2001). ProQuest DigitalDissertations. (UMI No. AAT NQ58603) Warschauer, M. 2011. Tablet Computers in Education. Eventually Tablets will Facilitate more Personalized and Interactive Learning. Educational Technology Debate – Exploring Learning in Developing Countries. Paris: UNESCO Publishers Read More