Pros of
Mobile Learning
There is a great
occurrence of smartphones and cellular gadgets and internet that allows
students to respond in a variety of different ways. Students' answers are
routinely collected by the program and studied in real time so that teachers
have up-to-date snapshots of their classes' learning development. Another plus to
mobile learning is that student that do not feel comfortable sharing their
thoughts out loud can now use tools that will make them more comfortable to
engage and share ideas collaboratively, making communication easier and making
learning more enjoyable (Chang, 2019).
Another advantage of
mobile technology is the many uses and flexibilities it has. Students can
access information anywhere, anytime. Students can create short videos create
stories. They can work together using Padlet to share what they have learned
with others. They can scan Quick Reference (QR) codes to view educational
videos or listen to podcasts about current events. Students' work can improve by
being able to access the dictionary and thesaurus from their mobile technology
at any time (Ehnle, 2021).
Mobile learning
empowers learners by putting participants in control of their training
requirements even if they have a job that requires them to travel or move from
place to place. Mobile learning can reach scattered employees with updated information.
It allows sharing of ideas and access to learning content repeatedly. Mobile
learning can reduce training duration by allowing employees to learn during
times when they are waiting (Magdum, 2017).
Cons of
mobile learning
Although usage for
academic purposes has clearly increased, several challenges remain in
implementing mobile technology in higher education. These challenges include a
disconnect between student and instructor views of mobile technologies, a lack
of pedagogical support or training for instructors, and a lack of effective
technical support for mobile learning (Seilhamer et al., 2018).
One challenge that
exists with mobile learning is disconnecting between a scholar and educator.
Some educators might not accept mobile technology because of the many
procedures they would have to enforce with phones in the classroom such as when
a student has outside distractions such as phone calls, texts, and
notifications from apps (Seilhamer et al., 2018). Would the student make the
correct judgment in reacting to those types of distractions? Not only may the
educator not accept mobile technology because of implementation but also
because they may feel as if they are losing their identity as the Web 1.0
classroom teacher they are familiar with.
Another problem for
mobile technology is a lack training and technical support. Lack of training
means lack of knowledge and discomfort with integrating the technology into
teaching, causing the students to have little support from educators (Seilhamer
et al., 2018).
Seilhamer et al. (2018)
found that “technology ownership and usage are not necessarily equal” (para.
23); because owning a mobile device does not mean that the educator is using it
to teach.
Before integrating social
media in the classroom, ground rules need to be placed and digital citizenship
and digital footprints need to be explained. The Council of Digital Citizenship
describes a digital citizenship as “the ability to engage positively,
critically and competently in the digital environment, drawing on the skills of
effective communication and creation, to practice forms of social participation
that are respectful of human rights and dignity through the responsible use of
technology (para. 4).”
Educators need to be
very careful about protecting students’ private information and protecting
themselves from consequences due to errors (Earls, 2020).
Ways to protect
students and teachers are to set up private and public accounts, get permission
from guardians allowing their dependent to use social media, think before
posting due to the digital imprint that can follow you, know the laws in your
district, know the privacy setting on your accounts, and always stay optimistic
and professional in every post (Earls, 2020).
Ways to
Implement Social Media in the Classroom
Social media such as
Facebook, Instagram, Twitter, etc. are a part of many people’s lives, it would
make sense to use these platforms in the classroom because students are already
used to using them. They can be used in a variety of ways in and education
setting, such as using them as a message board where classes can have
discussions. Class blogs can be used for discussions or as a way to post essays
to summarize learning and to improve writing (West, 2021). Teachers can use
Teams or Zoom to live stream lectures, post assignments, and share their screen
for those who are visual learners.
Sounds like a lot of
networks to keep up with but a management tool such as Social Sprout, you can
manage all the networks that are being used under one roof or on a calendar. It
allows users to message content across all networks (West, 2021).
Conclusion
In conclusion, although
there are negatives to mobile technology and social media in the classroom, we
should focus on the positive ways to implement these in education. Using groups
in social media can create a sense of community, reform students thinking by
seeing different perspectives of others, and provide many learning
opportunities.
References
Chang, C.-Y. (2019,
November 13). How mobile learning can support global student engagement.
EDUCAUSE Review. Retrieved January 31, 2022, from https://er.educause.edu/blogs/2019/11/how-mobile-learning-can-support-global-student-engagement
Magdum, S. (2017, November
29). 7 ways in which mobile learning impacts corporate training. Medium.
Retrieved January 31, 2022, from https://medium.com/the-nectar/7-ways-mobile-learning-impacts-corporate-training-afee2ac49008
Ehnle, K. (2021, August 24). 6 ways to use
students' smartphones for learning. ISTE. Retrieved January 31, 2022, from https://www.iste.org/explore/toolbox/6-ways-use-students-smartphones-learning
Seilhamer, R., Chen, B.,
Bauer, S., Salter, A., & Bennett, L. (2018, April 23). Changing Mobile
Learning Practices: A Multiyear Study 2012–2016. EDUCAUSE Review. Retrieved
January 31, 2022, from https://er.educause.edu/articles/2018/4/changing-mobile-learning-practices-a-multiyear-study-2012-2016
Earls, K. (2020, December
21). Want to use social media in your classroom? follow these 7 rules
(opinion). Education Week. Retrieved February 1, 2022, from https://www.edweek.org/teaching-learning/opinion-want-to-use-social-media-in-your-classroom-follow-these-7-rules/2018/09
West, C. (2021, November
11). 12 ways to use social media for Education. Sprout Social. Retrieved
February 1, 2022, from https://sproutsocial.com/insights/social-media-for-education/
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