The Usage of Mobile Devices in Education - Research Paper Example

?THE USAGE OF MOBILE DEVICES IN EDUCATION The usage of mobile devices in education Affiliation Table of Contents Introduction 4 Literature Review 5 Mobile Devices for Education 9 Instant Messaging 10 Mobile Devices Transforming Education 11 Conclusion 12 References 13 Abstract The use of information and communication technologies for education and learning has been seen in a variety of ways, however in the past few years rapid technology based advancements of mobile and communication technologies have opened new horizons in all areas of life. In fact, with the passage of time the use of mobile technology is growing extensively. Without a doubt, the advancements of information and communication technologies (especially the mobile technology) have significant impact on all the areas of life. However, these technologies are playing a significant role in learning and education. For instance, mobile devices offer an excellent support for distracting students (and workers, for that matter) from getting the job done, whether it entails browsing web, gaming, or watching videos. In this scenario, mobile learning is an area that has emerged as an attractive trend and it encompasses two extremely promising areas: e-learning and mobile computing. However, the mobile learning has been recognized as the future of education and learning or as an essential element of some other structure of educational process in the future. In view of the fact that mobile learning is relatively a new domain, hence there is a lot of work and research in progress. In fact, at the present people have started to recognize how the mobile devices will facilitate in achieving high quality education (Trifonova, 2003; Seong, 2006; Kumar, Tewari, Shroff, Chittamuru, Kam, & Canny, 2010). This research takes into consideration the usage of mobile devices in education sector. The basic objective of this research is to analyze the uses of mobile devices for education and learning purposes. This research will analyze how the usage of mobile devices in education increases the student’s performance. Introduction In the past few years, mobile technology has turned out to be ubiquitous all around the world. With the influence of the latest mobile and portable computing systems in the hands of everybody, now the era of technology has reached to a level where people have started using mobile devices for learning and educational purposes. However, when information and communication technology (ICT) in education has been trialed, results have been miscellaneous. In view of the fact that the mobile communication systems also fall in the category of information and communication technology devices, hence why should we still assess that making use of mobile devices in education is less fixable (Goundar, 2011). In addition, mobile phones are a great deal more different from traditional systems and computer labs filled with computers or a cart of net-books for the reason that the cell phone is one of the most personally used communication technologies. In fact, the majority of students and teachers have invested much of their time in learning the characteristics of the mobile phone. Additionally, various researches show that mobile phones are one of the most important devices for the sake of more efficient educational purposes. These systems are more and more prevalent and known these days for the sake of improving students and educators' performance (Ormiston, 2012). This paper will present a detailed analysis of how mobile and portable communication systems can be used for the sake of improving the performance and capability of students and learners. This research will discuss the role of mobile devices for the education and learning. Literature Review For a long time computer systems played a significant role in approximately all probable areas of our lives and we have experienced numerous modern methods and ways to utilize computers for learning and teaching in education. There came a time when the power of portable computing systems came in the form of notebooks and laptops. In fact, they allowed us to take our computing power with us carrying it on our pockets and shoulders. In view of the fact that laptops and notebooks could offer us practice for three to four hours utmost working time after that these systems need a connection to electrical power. On the other hand, mobile communication devices, once completely charged, are able to offer the similar working for 48 to 96 hours. Additionally, laptops and notebooks need a connection to a network for Internet access that is available at fixed site in working or living structure or wireless access points. Hence, these limitations make these systems and devices difficult to use and manage. On the other hand, mobile communication devices have a network connection access more than 99% of the time in approximately every region of developed nations (Goundar, 2011; Draganova, 2009; Wyeth & MacColl, 2010). In addition, in the past few years the trend of mobile learning is growing at a rapid pace not just because of its common applications however also because of its idea and standards. In the past, mobile learning was believed to be a minor however the corresponding technology to other kinds of online learning. With the passage of supported and encouraged by the fast expansion in mobile devices, it is turning out to be a key delivery instrument for performance and learning support contents. In fact, many researchers at the present believe that no self-respecting training/learning expert can afford to overlook mobile learning these days. In the past few years, with the advancements of mobile technology and devices, students and learners have taken a wide variety of benefits from customized and contextualized learning via mobile-delivered programs that have the ability to determine where the learners are, what is their education level and what they want to learn, and then present the applicable learning resources and contents. However, some of the researchers believe that e-learning is suitable for formal learning; on the other hand mobile learning is perfect for electronic performance support, enduring learning, and just-in-time and close to the point of need learning. In addition, the institutions that are intended to launch mobile learning need to build them in a different way from the customary techniques of e-learning (Little, 2012) Additionally, mobile communication system's network accessibility and saturation are occurring at a fabulous speed in emergent nations, historically there is more than 68 percent difference with an exponential increase of 10 percent per year. In fact, this same should relate to learning, education and teaching that should be capable to happen anywhere whenever students and teachers are prepared. In addition, with flexibility in offering trouble free education, there is the likelihood of making everybody educated once the restrictions of attending classes at a restricted time slots and locations are removed (Goundar, 2011; Draganova, 2009; Wyeth & MacColl, 2010). Without a doubt, mobile communication systems and devices offer a large number of benefits for education as compared to laptops or notebooks. In this scenario, one of the most important advantages is that their weight is less and orientation flexibility makes them an excellent choice for digital access to education and learning content. Another most important advantage of such systems is their instant-on power and fast switching amongst software applications that support learning tasks to carry on with a minimum delay. Some of the mobile devices have touch screens and their interface permits a high level of user communication and interactivity. Additionally, they are a great deal more mobile than laptops, as a result students and teachers are able to carry them outside or in a classroom without having to close as well as reopen the screen and store them in the personal carry case and are able to as well make use of them for mobile data gathering and recording notes. In view of the fact that the development of mobile platforms is a low-cost development, hence there is a rapid growth in the development of inexpensive applications for mobile systems, and the majority of them are appropriate for education. Above all, mobile devices have long battery life that offers an excellent support for ensuring smooth school day working and tasks (Ally, 2009; Wains & Mahmood, 2008; Little, 2012; Goundar, 2011). According to Brown (2003), the Washington state community and technical colleges presented an idea that is known as Open Course Library (OCL). The Open Course Library is a large scale program redesign attempts with the attention of improving various available OER (Open Educational Resources) and innovative content through the educational faculty course designers. In this scenario, the SBCTC (State Board for Community and Technical Colleges) is an association that offers the facilities for the management and synchronization of Washington‘s public system of 34 societies and technical colleges. Additionally, the Annual Enrollment Report of 2010 declares that the number of students trying the colleges was 470,000 and climbing. This was the uppermost enrollment rank in SBCTC history, with the most of the increase because of expansion in eLearning. One idea for this expansion is that the majority of students are capable to fit school into their hard schedules by trying to complete online classes (Brown, 2003; Ally, 2009; Koole, 2009; Goundar, 2011). In their article, Koole (2009) discusses some of the research approaches to the subject of mobile use in the developing nations. This research has offered a literature review of more than 200 current studies of mobile phone usage in the developing nations. In this scenario, Koole (2009) classified his research into 3 widespread themes, though one of them being mobile impact on education. It is outlined that a large number of researches and studies recognize mobile devices as a resource for electronic learning in Tanzania and Thailand. In addition, the entire research assessed that the mobile technology ease, portability and affordability make it a natural fit for education plans in places where personal computers and internet connectivity can be scarce (Koole, 2009; Ally, 2009; Goundar, 2011). In their research paper, (Kumar, Tewari, Shroff, Chittamuru, Kam, & Canny, 2010) discuss that mobile devices similar to mobile communication systems are a perfect instrument for giving educational chances available to rural children in areas and times that are more suitable as compared to formal schooling. Their research concludes that 26-week research to examine the degree to those rural children will willingly make use of mobile systems similar to cell phones to access educational content. In addition, their results demonstrate a sensible level of academic learning as well as motivation. It is highlighted that there is a great scope for learning through mobile systems and implementing a structure to support practitioners in designing tasks suitable for mobile learning (Kumar, Tewari, Shroff, Chittamuru, Kam, & Canny, 2010; Ally, 2009; Goundar, 2011). According to (Johnson, Smith, Willis, Levine, & Haywood, 2011), in the past few years mobile phones have gained huge popularity in developing nations due to the growing division of these mobile characteristic multimedia potentials for photos and gaming. In fact, these systems are a promising vehicle for out-of-school education and learning to balance formal schooling. Especially, they consider that education of English as a second language by playing games on mobile offer a chance to noticeably enlarge the chance of English learning, by making it probable to learn English as a second language in an out-of-school arrangement that is more suitable as compared to school (Johnson, Smith, Willis, Levine, & Haywood, 2011; Goundar, 2011). Mobile Devices for Education One of the most obvious uses of mobile systems for educational purpose is a direct implementation of the electronic learning methods for smaller systems instead of on traditional desktop and Personal Computers. Additionally, for mature people learning a subject is by default is prearranged on lectures, courses, classes, etc. In this scenario, a logical chain is the experimentation and development on changing customary courses in a form that is suitable for mobile devices. A number of different bodies are operating in this track. One of the recent examples of a mobile learning project based on the assessment of the use of WAP technology in superior education is the Uni-Wap project. In this project the participating team attempts to discover the procedure of developing an operating atmosphere for studying and teaching through smart phones and WAP phones. In this scenario, the Virtual Universities want to facilitate the mobility of the contributors of the learning procedure (the students as well as teachers). In addition, one stage of the project was to produce a number of working prototypes (online courses and learning modules) and to examine the issues and the worth of simpler courses. The optimistic outcomes they meet (simple to develop, freely accepted and extensively used modules) give confidence them to carry on examining the new approaching technologies for example digital imaging with mobile communication systems, 3G, and so on (Goundar, 2011; Trifonova, 2003; Valk, Rashid, & Elder, 2010). Instant Messaging One of the major and simple applications of mobile systems for supporting educational systems is messaging. Once more a small number of diverse educational bodies carried out tests in this field. In this scenario, at Kingston University, United Kingdom a test was commenced to research the efficiency of a joint SMS movement in the university atmosphere. Additionally, the development team built an application that transmits SMS to teachers and students, listed for the communication service, regarding their timetable, changes in it, assessments and examinations places and dates, students’ marks and so on. In this scenario, starting from registration process all the students were automatically categorized in 5 diverse sets. In addition, one group was taking messages via email, another 3 groups via SMS (however diverse communication were essential in each group) and the last category was using the web. The results of this experiment demonstrated that the students in specific scenarios where a certain category of response is necessary favored SMS as a medium in opposition to e-mail or web based proclaims. Moreover, the experiment also revealed that people feel that their data is more private and they like this way of learning. Hence, SMS could be resourcefully utilized in education (mobile-learning) as a balancing medium. However, with the advancements of information and communication technology (for example MMS and EMS, potential more user friendly interface) the learning capabilities and interest also increase (Trifonova, 2003; Valk, Rashid, & Elder, 2010). Mobile Devices Transforming Education According a research based survey conducted in 2009 in which more than 300,000 students presented their capabilities and preferences for usage of mobile systems. Additionally, the research report named: “Creating Our Future: Students Speak Up About 21st Century Learning”, published under Project Tomorrow that is a nonprofit education group supported by a multiplicity of interests, comprising colleges, universities, technology corporations, philanthropic groups and corporations for example Blackboard and Apple. This research outlined that students wish to make use of digital curricula intended for learning as well as to connect in peer collaboration (Ormiston, 2012; Allen, 2011; Worlock, 2012). In addition, this research based survey as well outlined that educators, teachers and administrators who dynamically make use of mobile systems at home or in the classroom consent that mobile systems and computers should be employed for learning in the 21st century’s schools. Additionally, the management of such educational areas assessed that to achieve better vision in educational areas, there is a need for managing issues that need to be carefully handled such as professional development for teachers, strategies to tackle network safety, and equity of system access for students. In above stated research based survey, a number of teachers as well voiced issues that mobile systems would distract from central learning procedures and raised queries regarding effective and significant integration of the mobile systems into education (Ormiston, 2012; Allen, 2011; Worlock, 2012). Moreover, as a number of schools ease strategies on mobile systems usage, teachers can allow their students to utilize their cell phones to document their lessons or meetings of a subject to create a podcast for an oral history project. A number of teachers even make use of mobile devices to determine assessments by asking students to message their replies to quiz queries; that produces a bar graph representation that demonstrates an instant snap of student consideration. However, in a diversity of pilot projects as well as constant plans in schools, students are making use of the mobile devices to achieve much more (Ormiston, 2012; Allen, 2011; Worlock, 2012). Conclusion At the present, information and communication technologies are playing a significant role in all the areas of life. Without a doubt, the majority of tasks are currently performed through the latest tools and technologies. The developments and advancements of technology have significant impacts on all the areas of life. In the same way, they have also started playing a significant role in the education sector. The mobile device is a most important and commonly used information and communication technology. This paper has discussed the uses of mobile devices in education. This paper has highlighted that the use of mobile devices in education increases the students’ performance. This research has shown that mobile as a communication tool is one of the most attractive technologies. References Allen, R. (2011). Can Mobile Devices Transform Education? ASCD, Volume 53 Issue 2 . Ally, M. (2009). Mobile Learning: Transforming the Delivery of Education and Training (Issues in Distance Education Series). Au Press. Brown, T. H. (2003). The role of M-Learning in the future of e-learning in Afirica? Presentation at the 21st ICDE World Conference . Hong Kong. Draganova, C. (2009). Use of mobile phone technologies in learning. ACM SIGCSE Bulletin - ITiCSE '09, Volume 41 Issue 3 , 399-399. Goundar, S. (2011). What is the Potential Impact of Using Mobile Devices in Education? Proceedings of SIG GlobDev Fourth Annual Workshop, (pp. 1-30). Shanghai, China. 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Noising around: investigations in mobile learning. IDC '10 Proceedings of the 9th International Conference on Interaction Design and Children (pp. 147-155). New York, USA: ACM. Read More