Learning Activities Mediated by Mobile Technology: Best Practices for Informatics Education

Gabriela Lovászová, Martin Cápay, Viera Michaličková

Abstract

Mobile devices with all their advanced features (the networking and multimedia capabilities, portability, intuitive interfaces, location awareness etc.) enable teachers to involve students in learning activities that may bring the formal school environment closer to real-world contexts, provide the attractive and personalized learning experiences as well as enhance the collaboration, creativity and productivity of learners substantially. Thanks to the long-term national projects concerned with mobile technology and its successful adaption as an effective learning tool, teaching practice in Slovak primary and secondary schools is getting better. However, the integration of tablets and smartphones is still rather intuitive or even improper. Within the informatics education, lessons usually take place in a computer laboratory, so the innovative mobile scenarios are considered less frequently. This paper provides an overview of the potential of tablet devices to support learning. This paper presents the sum of general and specific use cases targeting the learning objectives stated by the Informatics curriculum. They were implemented during the regular lessons, non-formal workshops or summer camps and comprise both, the indoor and outdoor scenarios. They focus on informatics concepts and were designed to foster computational thinking. Mobile technology is used to facilitate the active construction of knowledge and development of new skills.

References

  1. Cheung, W. S., Hew, K. F., 2009. A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings. Australasian Journal of Educational Technology, 25(2), 153-183.
  2. Commission, E. (2013). Survey of schools: ICT in Education. Benchmarking access, use and attitudes to technology in Europe ´s schools.
  3. Dervan, P., 2014. Enhancing In-class Student Engagement Using Socrative (an Online Student Response System): A Report. AISHE-J. The All Ireland Journal of Teaching and Learning in Higher Education. 6( 3), 1801-1812.
  4. Haßler, B., L. Major, and S. Hennessy, Tablet use in schools: a critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 2015.
  5. Hart M., 2015. Arduiniana: The Reverse Geocache™ Puzzle http://arduiniana.org/projects/the-reverse-geocache-puzzle/.
  6. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A., 2014. NMC Horizon Report: 2014 K-12 Edition. The New Media Consortium, Austin, Texas.
  7. Kearney, M., Schuck, S., Burden, K., Aubusson, P. Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, Vol. 20, 1-17.
  8. Liu, D. Y. T., Taylor, C. E., 2013. Engaging students in large lectures of introductory biology and molecular biology service courses using student response systems. In Proceedings of the Australian Conference on Science and Mathematics Education (ACSME), pp. 154-162.
  9. Lovászová, G., Palmárová, V., 2013. Location-based games in informatics education. In: Informatics in Schools - Sustainable Informatics Education for Pupils of all Ages. LNCS, vol. 7780, pp. 70-80. Springer, Berlin Heidelberg.
  10. Mang, C. F., Wardley, L. J., 2012. Effective Adoption of Tablets in Post-Secondary Education: Recommendations Based on a Trial of iPads in University Classes. Journal of Information Technology Education: Innovations in Practice. 11, 301-316.
  11. Mendez-Coca D., Slisko, J., 2013. Software Socrative and Smartphones as Tools for Implementation of Basic Processes of Active Physics Learning in Classroom. An Initial Feasibility Study With Prospective Teachers. European Journal of Physics Education. 4(2), 17-24.
  12. Naismith, L., Lonsdale, P., Vavoula, G., Sharples, M., 2004. Literature Review in Mobile Technologies and Learning. Report 11, FutureLab Series.
  13. Oliviera, J. (2014). Students' and teachers' attitudes and views on employing the use of iPads in science lessons (MPhil Dissertation). University of Cambridge.
  14. Palmárová, V., Lovászová, G., 2012. Mobile Technology Used in an Adventurous Outdoor Learning Activity: a Case Study. Problems of Education in the 21st Century, Recent Issues in Education, 44(6), 64-71.
  15. Sharples, M., Arnedillo-Sánchez, I., Milrad, M., Vavoula, G., 2009. Mobile learning: Small Devices, Big Issues. In Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S. (eds.) Technology-Enhanced Learning: Principles and products pp. 233-249. Springer Netherlands.
  16. Švecová L., Mechlová, E., Sztwioroková, L., Konícek, L.: Tablets in Classroom. In International Conference on Emerging eLearning Technologies and Applications, pp. 363-368.
  17. Woods, J., 2014. Drawing Oxford on Oxford. http://gpsdrawing.com/workshops/galleries/ox-onox.htm.
Download


Paper Citation


in Harvard Style

Lovászová G., Cápay M. and Michaličková V. (2016). Learning Activities Mediated by Mobile Technology: Best Practices for Informatics Education . In Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-179-3, pages 394-401. DOI: 10.5220/0005862303940401


in Bibtex Style

@conference{csedu16,
author={Gabriela Lovászová and Martin Cápay and Viera Michaličková},
title={Learning Activities Mediated by Mobile Technology: Best Practices for Informatics Education},
booktitle={Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2016},
pages={394-401},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0005862303940401},
isbn={978-989-758-179-3},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 8th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Learning Activities Mediated by Mobile Technology: Best Practices for Informatics Education
SN - 978-989-758-179-3
AU - Lovászová G.
AU - Cápay M.
AU - Michaličková V.
PY - 2016
SP - 394
EP - 401
DO - 10.5220/0005862303940401