6. Style of teaching for ICT integrated visual arts classroom

Technological changes that are occurring in the world are impacting upon education. In times of change, curriculum alignment is necessary for effective learning to take place. Harper & Mould’s (2009) research reveals that a majority of schools are only modifying their assessments practices to match new requirements without altering teaching, learning and planning practices. ‘This inhibits students’ learning because they fail to see any direct correlation between classroom activities and assessment items’ (Harper & Moulds, 2009). I have given much thought to how I want to teach and what I want to generate in my students.

 My teaching style will use the Technological, pedagogical and content knowledge (TPACK) framework, combining a scaffolding pedagogy approach to foster constructivist learning and convey content to different learners at different stages in Year 7 art. Within the TPACK framework interplays three forms of knowledge: Content, Pedagogy and Technology. The framework emphasizes that these elements do not exist in isolation, rather ‘it emphasizes the new kinds of knowledge that lie at the intersections between them.’ (Koehler & Mishra, 2009). I aim to achieve what this model promotes, ‘effective technology integration for pedagogy around specific subject matter requires developing a sensitivity to the dynamic, [transactional] relationship between all three components’ (Koehler & Mishra, 2009). I want to develop control over my teaching to link relations between all elements to integrate technology effectively and with relevance to the students and course.

 I intend to use the teaching strategy of scaffolding with these Year 7 students as they make the transition from middle to senior school. Scaffolding is the ‘support provided to learners to enable a task to be done successfully and more independently by adjusting the assistance to fit the learner’s current level of performance’ (Krause et al, 2010). This is an effective method when teaching new skill sin visual arts as there are safety issues involved, as well as the need to now how to handle materials before you can create independent works. I have chosen ICT resources that have a scaffolding approach, such as the Artist’s Toolkit to help me in this learning experience on practical placement.

 From my research into cognitive learning I believe constructivist principles thrive in visual arts classrooms and intend to mould my teaching practice to develop these principles in the classroom. Krause (2010) outlines how strategies I am implementing like group work, ICT interactive programs and scaffolding lead to constructivist learning. They:

1)   encourage learner-centered experiences and activities

2)   provide opportunities for learners to work together

3)   assist novice learners to develop expertise.

I think this approach to fostering constructivist learning styles through certain teaching strategies is necessary for developing twenty-first century skills in an ever changing technological world and also promotes a collaborative environment of students with initiative. It also promotes intellectual and learning environment quality as well as significance, fulfilling the characteristics of effective pedagogy according to Every Chance to Learn (2007). Harper and Moulds (2009) research have shown that when teachers ‘employed a constructivist pedagogical approach and used technology to address subject are content, student understanding soared.’ These results have built confidence within myself to take this approach and see if it will benefit my Year 7 class.

 

References:

Harper, L. & Moulds, P. (2009). What implications to learning space and ICT have for the curriculum? MYSA, 9(1), 10-13.

Koehler, M. & Mishra, P. (2009). TPCK – Technological Pedagogical Knowledge. Retrieved from 

http://www.tpck.org/tpck

 Krause. K., Bochner. S., Duchesne. S., & McMaugh. A. (2010). Educational Psychology for          Learning and Teaching. (3^rd ed.). Victoria, Australia: Cengage Learning Australia. 

5. What should assessment look like, and how do I go about creditably assessing visual arts?

What is assessment? According to Every Chance to Learn (2007), 'assessment is a continuous process of gathering and interpreting evidence to make judgements about student learning.' Assessment is quite difficult in the arts, with much debate over the question: Can you assess creativity? In building up my program for my professional placement I have devised several tasks that can do just this by breaking down creativity into subgroups such as technique, organization and understanding.

The Essential Learning Achievements I set in this Work Required Unit have assisted in planning my program and I will use them to conduct summative assessments at the end of week four. During the time spent with the class I will conduct formative assessments to direct my future teaching and inform what summative assessment would be appropriate. 

 At the conclusion of the four-week block students will have learnt - Student Outcomes:

1)   The Elements of Design – Line, Shape, Colour and Texture.

2)   The Principles of Design – Repetition and Balance.

3)   Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.

4)   Plan and Develop ideas to create artworks as collaborative groups.

5)   Use correct terminology to critique their own work and others artworks

Assessment Tasks:

1)   Line, Shape, Colour and Texture worksheets 30%. Assesses 

outcomes 1, 2 and 3.

2)   Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.

3)   Self-Evaluation Task on work completed in the four weeks 10%. Assesses

 outcomes 5.

4)   Active participation in group-work and visual diary 20%. Assesses outco

mes 4.

I have chosen a bundled approach to assessment, using the best practice in assessment as outlined in Every Chance to Learn (2007). Briefly, it states teachers must ensure that assessment is ongoing, consists of a variety of tasks, encompass learning goals, promote quality learning and be fair in allowing students to demonstrate their learning achievements. I believe several smaller tasks and strategies of assessment are essential in providing accurate evidence into students learning and are vital to myself, as an art educator. This approach to assessment is recommended in Manzo’s (2008) research where findings showed, ‘one-time, on-demand assessments may capture only a small part of what is taught and learned in the arts.’ Assessment comprised of several components will help direct future developments in my teaching of the students, providing evidence of what they lack and what I need to cover more in my teaching practice. I also have devised a student self-evaluation task to make students aware of how they are progressing and assists in their individual learning, giving them goals and ownership over their learning.

Rubrics:

References:

Department of Education and Training. (2007) Every chance to learn: Curriculum framework for ACT schools. Preschool to year 10. Canberra, Australia.

Manzo, K.K. (2008). Arts Assessment. Education Week, 28(6). 

4. Integrating ICT into the Visual Arts Curriculum: Teaching and Learning Activities

Through research online and discussing findings with my fellow pre-service teachers, I have come across a huge range of relevant ICT resources to fuse into the curriculum. Once you have access to all the resources available it is easy to overload units and in turn overwhelm students, leading to ineffective use of ICT.  To prevent this from occurring I have designed ICT to work in with my set learning outcomes and use them as enhancers and different ways of presenting information for students to build understanding. This approach is recommended by Harper & Moulds (2009) who state, 'technology will be most effective if used in the context of meaningful tasks connected to the curriculum-they don't become the curriculum...' In my method of scaffolding that leads to students own constructive cognitive processes, I will provideskills that can be used to create collaborative works, capture works, give ownership over works and distribute works. These are all a part of the artmaking process in the real life context, giving the unit relevance and teaching twenty-first century skills, instead of producing throw-away rushed images. This is supported by Lloyd & Wesley's (2004) research, highlighting that, 'collaboration itself is seen to bring aspects of real-world interconnection into the classrooms.' 

Teaching And Learning Activities...

Resources to be used:

• Digital camera/scanner
• Computer: Software and online resources. These include: ArtRage, Comic Life, Crayola Digi Colour, Artist’s Toolkit, Image Blender, Exploring Perspective Interactive Game.
• Smartboard

Conduct Inquires and Gains an Understanding:

To introduce Elements and Principles of Design for students to conduct inquires and an understanding over the subject I will use an online resource, the Artist’s Toolkit on a smartboard. I chose to use the smartboard as it enables visibility and interactive participation of all students. I chose the artist toolkit for it is highly visual in exploring the elements and principle of design. Each component has three levels of interaction, firstly students watch a detailed animated demonstration. Secondly they find examples of the concepts in other artist’s works, dragging and dropping descriptors onto the image. Finally they have the chance to create a composition using the concepts established. This program was selected from the vast array of resources available, as it is an excellent introductory ICT tool. It scaffolds the students in developing skills, then steps away and lets them creatively explore and construct their own approach to using the elements. It also provides theory behind the concepts and illustrates how artists use them in other parts of the toolkit.

I envision running through the Artist’s toolkit with the students as a whole class and getting them to take turns in coming to the smartboard and having a chance to interact with the program. A problem in using this program on the smartboard is access. I will have to arrange with a teacher to swap classrooms, or book the one in the library. This then creates a disruption to class routine, leaving an opening for undesirable behaviour to occur. To overcome this, clear instructions of how the lesson will take place need to be announced at the beginning of the lesson so students know what to expect and how to behave accordingly. Another issue that could arise is the smartboard not working. On an observational rolling day, this problem did occur, if it does for me I will be prepared with a backup introductory lesson.

Create:

Students have the chance to create in the Artist’s toolkit but this introduction to working with design elements will be expanded with other activities. During the first two weeks I will be conducting small groups of activities. Each activity will be a different approach in creating works of art around the design elements and principles. For example, exploring the different effects of mediums from graphite, pastel, paint to computer effects. When exploring on the computer, I will use resources such as Crayola Digi Colour and ArtRage. These were selected for they use a range of mediums from palette knives to templates, which aren’t available in the class’ physical resources. They are also suitable for a Year 7 level, not needing detailed instruction, instead offering an easy interface of icons to click on and explore how they can be used. These programs enable open access to all mediums and illustrates how they can be translated to creating works on the computer.

Interactive games will also be encompassed. For instance, after explaining a new concept such as perspective. I will get students to use an ICT device, the online game, ‘Exploring Perspective’ to provide an engaging and relevant opportunity to gain full understanding over the principle. The game involves levels of increasingly complexity where objects are placed into a scene to create a sense of perspective, again scaffolding the students. After this students can then complete drawing activities in their visual diaries, applying their new knowledge and create original works.

Communicate and Collaborate:

Visual arts is a social discipline which encourages communication and collaboration, whether this is constructive critique, chatter whilst creating and project work. I will implement ICT directed collaborative work where communication is focused on the act of creativity rather then discussion on what students are doing on the weekend. In weeks 3 and 4 I will direct the students in their groups they were in for the previous small group activities to produce a series of 8 works. I have chosen to do group work as research has shown resulting characteristics within students that I aim to develop. Bryant (2010) has shown that peer interaction  promotes  achievement in '...their mastery of symbolic expression, their acquisition of role taking and communication skills and their development of creative and critical thinking.'  Four works will be completed on paper and four on the compute,r demonstrating their understanding of the design elements and principles, as well as demonstrating how they are able to apply them in creating art using various mediums, tools and techniques. Each group will be assigned a mood and elements as a foundational base to create the works. They will design their works as a group and assign roles, so each student contribute two pieces of work, one on paper, the other on computer so they can compare the contrast between online and paper imagery.

• Group 1: Calm Lines and Colours
• Group 2: Angry Colours and Lines
• Group 3: Energized Shapes in Repeat Pattern
• Group 4: Happy Colours and Shapes
• Group 5: Silly Lines and Texture

These artworks will be compiled through the scanning/photographing works on paper to upload into the computer. The free program Image Blender can be used to edit the images if required. This program works similar to Photoshop but I intend to use it as it is much simpler to work, being more suited for Year 7 capabilities. After images are compiled, the groups will then use the program, Comic Life to place images and informative text within this format. Text can be worked out in their visual diaries as a group then typed in, outlining their ideas, information on the elements and what they learnt form doing the activity. Comic Life is appropriate for their technological ability and is a style they can relate to and hopefully engage with. Once this is done I can print the comic off and distribute so each student has a copy of the entire classes work. This shared finished project gives students a sense of ownership and works on building communicative and collaborative skills, necessary in twenty-first century learning. A problem to overcome in doing this project is access to computers. I will need to know well in advance when to book a computer lab and have access to scanners/digital cameras.

Risk Management:

While using the internet there is risk that students may attempt to enter other online sites then those they are directed to. Filters are in place at the school and students to should not be at risk of reaching offensive material.

I had considered using a blog to compile artworks within and share, but issues of privacy and accessibility outside of the school came up. I decided to overcome this problem and develop a comic using Comic Life.                 

Another issue that could arise is the inappropriate use of the digital camera. I will outline proper technical use of the camera as well as camera etiquette, putting emphasis on what the the purpose of camera use is for this class: to take photos of artworks. This avoids privacy and unethical practices.             

 

 References:

Bryant, C. (2010). A 21st-Century Art Room: The Remix of creativity and Technology, Art Education, 43-48.

Harper, L. & Moulds, P. What implication do learning spaces and ICT have for curriculum? MYSA, 9(1), 10-13. Retrieved from www.mysa.org.au

Wesley, I. & Lloyd, E. (2003). "Not Another Lesson Plan!" Building a collaborative curriculum survival pack for future art teachers, Australian Art Education, 27(2), 51-68.

 

3. Learning Outcomes: Year 7 Elements and Principles of Design. Unit: Art Around us

In designing this unit of work I aim to link my philosophy of teaching pedagogy with learning outcomes and assessment. This will ensure a structured course offering the best teaching practice and learning opportunities. 

As part of developing a commitment to study, Caroline Chisholm Senior Campus structures topics of Key Learning Areas into Work Required Units. Students and parents read over the unit outline and sign in understanding that they will make every effort to be active in class and complete the unit. It has become apparent that setting up networks of communication with parents is a significant factor in student motivation and behaviour. This is evident in research conducted by Rosenburg and Jackman (2003), with 'collaborative teams work[ing] together...form consensus on a positive and supportive school-wide approach to behaviour management for all children.' With the school policies and the results of this research in mind on behaviour, I have developed and Work Required Unit for my Year 7 class. 

Work Required Unit - Elements and Principles of Design: Art Around Us.

Key Learning Area: Visual Arts

Year Level: 7

Duration: 4 Weeks

Teacher: Miss Sivell

Description: During this unit students will explore the Elements of Design, focusing on Line, Shape, Colour and Form. They will also be introduced to principles of Repetition and Contrast and how they relate back to the Elements of Design. Students will create a number of artistic works using a variety of media and techniques, including ICT.

Learning Outcomes: 

Students will have opportunities to understand and learn about:

• 7.EA.1 - The ways in which artists develop ideas and feelings through artistic works.
• 7.EA.4 - Techniques for safe practice appropriate to the art form (e.g. warming up, safe use of equipment).
• 7.EA.6 - Experiment with skills, techniques and materials to produce artistic works in particular styles and mediums.
• 7.EA.8 - Discuss the different ways artistic elements and concepts are used to convey meaning. 

Interdisciplinary Outcomes:

Students will have opportunities to inquire and create with Information and Communication Technologies:

• 6.EA.4 - Use ICT as a learning tool to support thinking and to analyse and creatively represent new understandings.
• 6.EA.5 - Make creative choices when selecting and using iCT, including combining a variety of media. 

Students will have opportunities to contribute to group effectiveness:

• 5.EA.2 - display cooperation and flexibility in allocating and undertaking varying roles and tasks in groups
• 5.EA.3 - act in ways that respect and support the ideas and feelings of others (e.g. fair play, consideration, encouragement, peer facilitating)

At the conclusion of the four-week block students will have learnt - Student Outcomes:

1. The Elements of Design – Line, Shape, Colour and Texture. 
2. The Principles of Design – Repetition and Balance.
3. Use different techniques and mediums, including ICT tools, to create artworks that incorporate the Elements and Principles of Design.
4. Plan and Develop ideas to create artworks as collaborative groups.
5. Use correct terminology to critique their own work and others artworks

Assessment Tasks:

•  Line, Shape, Colour and Texture worksheets 20%. Assesses outcomes 1, 2 and 3.
•  Line and Colour Artworks For Comic 40%. Assesses outcomes 1, 2, 3 and 4.
• Self-Evaluation Task on work complete din the four weeks 10%. Assesses outcomes 5.
•  Active participation in group-work and visual diary 20%. Assesses outcomes 4.

To Complete This Unit Successfully You Must:

• Attach this WRU to your diary.
• Complete all class notes .
• Practical work completed and submitted on or before the due date unless otherwise negotiated with teacher.
• Responsible use and maintenance of equipment.
• Work independently and cooperatively in class.
• Respect the work of your peers.

Student and Parent Responsibility:

I have read and understood the requirements of this unit.

Student's name:                           Student's Signature:

Parent's Signature:                       Date:

References:

Jackman, L.A. & Rosenburg, M. S. (2003). Development, Implementation and Sustainability of Comprehensive School-Wide Behaviour Management Systems, Intervention in School & Clinic, 39(1), 10-21. Retrieved from http://web.ebscohost.ezproxy1.canberra.edu.au

2a. Resources and Networking for Art Educators: Sites to Explore

I have come across many sites that offer numerous resources and support for art educators. Here are a few useful ones to explore and participate in:

• @rtJunction
• 100 Incredible Web Tools to Indulge Your Creativity
• Elements of Design
• Educational Blogs
• Art Education 2.0

2. Confidence and Self-Efficacy in ICT Integration: The Importance of Establishing Networks for Support and Resources.

Pre-service teachers currently undergoing study are being prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. The benefits of embedding ICT into teaching are promoted. These include  stimulating interest, motivation, critical thinking and cognitive processing. Despite these known benefits,increased support, access to new ICT resources and education on how to integrate them into disciplines there seems to be a lack of effective use of ICT in school systems. According to Sang’s (2010) study, it seems that relatively few teachers intend to implement them in their teaching. Black, (2009) shows research results where 20% of teachers identify their lack of use to limited expertise and confidence. Self-confidence is becoming an obstacle in integrating ICT into key learning areas (KLA). How can teachers be supported to turn the potential of ICT into practice? How can their efforts be made effective? These questions need to be addressed, with professional networking amongst teachers providing a possible solution.

Being a pre-service teacher at the University of Canberra I will use my own experience as a case study to investigate this possible solution and show how it can be applied within a real life context. As part of my Graduate Diploma of Education in Secondary Teaching I am currently undergoing studies in ICT through the course Enhanced Learning in Professional Contexts (ELPC). This course has revealed the multitude of free online resources as well as contemporary issues hindering their effective and full usage. In my individual experience, the social sharing of resources and the opportunity to come together and discuss concerns and findings amongst fellow pre-service teachers has contributed to my sense of self-efficacy in implementing ICT within my KLA of visual arts. During university teacher education, there is this opportunity to have face-to-face contact. But what happens to art educators that don’t have access to people who share a vision of ICT integration? How can they form connections and improve confidence? And personally, what will I do when I lose contact with my university peers?

One possible approach to instigating professional engagement in ICT integration is becoming a follower and participant in educational blogs. Blogs are an online networked space where participants can share their thoughts, values, ideas and lives (Bellis et al, 2005). This form of networking is being practiced in tertiary teacher education, for instance in ELPC pre-service teacher blogs are currently being developed, forming a virtual platform to share research, examples of good initiatives, links and lessons. This opens up a culture of communication that contributes to creating relevant teaching practice and furthering the agenda of including ICT into every educational discipline. Teachers ‘engage in sustained reflection and research into their own classrooms and as a result experience great professional growth’ (Bellis et al, 2005). Whilst technical abilities and skills are expanded, confidence grows through the social nature of blogs, largely through comments, for example Bells et al (2005) researched networking as a learning strategy and documented blogging amongst teachers. One comment shows the supportive nature of blogging in generating initiative and confidence; ‘I plan on continuing on this journey with…teachers who show a range and depth of thought about learning and education that makes me feel quite optimistic about my profession…your comments left on my blog have always been timely and helped me…’ (Bellis et al, 2005).  Blogs offer a portal for collaboration between distanced educators and further their development as teachers in technological change.

This immediate social environment available at university during teacher training is available after study through many online sources. These include blogs as discussed, forums, online resources and tutorial activities that set up local and global communities of art educators exploring uses of emerging technologies. Sharing information, ideas and experiences of ICT implementation online provides ongoing opportunities for teachers to build their confidence. A study (Collis and Moonen, 1995) conducted in Norway evaluated the strategy of face-to-face and virtual teacher networking in increasing the effective integration of information technology into the curriculum. Over a four-year period participants were surveyed and interviewed revealing an increased use of ICT in instructional practice networking. While the activity of networking provides inspiration and fuels confidence in incorporating ICT, it can be easy to become overwhelmed by the amount of resources available and overload ICT into lesson ineffectively. I have learnt from my own endeavors that it is important to not let ICT take over lessons, but rather through selective use, allow it to enhance content material and give it relevance to the learners. ICT should not be simply thrown in to the mix, but rather carefully considered and inserted into teaching episodes.

Through personal experience and supporting research, networking fosters professional discourse, best teaching practice, innovative use of technology, collaborative work and the sharing of research. These qualities are pivotal in building the confidence to not only investigate the potential of ICT, but integrate it into professional practice. We all have a need to reflect and speak about our experiences, while my university experience is helping to form how I will integrate ICT into Visual arts as a discipline, digital spaces offer this to all teachers in the profession 24/7. 

References:

Black, G. (2009). This changing world: Technology, teaching and learning, Teacher, 16-19.

Collis, B. & Moonen, B. (1995) Teacher Networking: A nation-Wide Approach To Supporting   Instructional Use of Computers in the Netherlands, Australian Educational Computing, 10(2), 4-9. Retrieved from http://www.acce.edu.au/journal/articles/vol10no2.pdf

Sang, G. (2010). Student Teachers’ Thinking Processes and ICT Integration: Predictors of Prospective Teaching Behaviors with Educational Technology, Computers and Education, 54(1), 103-112. 

1. Teaching Episode: Design Elements and Principles for Year Seven

For my professional experience I have been placed at Caroline Chisholm Senior Campus. I will be taking on three lines, which include:

• A Years 9/10 composite Visual Arts class studying Wearable Art
• A Year 10 Visual Arts class studying Sculpture
• A Year 7 Class studying the Elements and Principles of Design.

In this research journal I will be using what I have learnt in my university course so far and will focus on how I will integrate ICT into my Year 7 class in Term 2. The class will consist of around 25 male and female students from various cultural and socio-economical backgrounds. The students would have participated in generalist art activities throughout primary school and have some technical skills to expand upon. I expect there to be a range of  levels of ability. For the first two weeks I will be taking small groups of five in each lesson and setting design element activities for them to complete. By doing this I hope to gauge their understanding of the subject matter and their skill set. In weeks three and four I will take over teaching of the whole class, working on principles of design.

The physical environment of the visual arts classroom is highly conducive to learning. All arts subjects, such as drama, art and music are clustered into the same building creating a stimulating and creative environment. There are plentiful artistic mediums available to use and the physical structure of the room allows interaction amongst the students with large desks arranged together. One challenge in integrating ICT into the visual arts curriculum is the lack of technological resources. Whilst the school does have several computer labs and smartboards available, the visual arts classroom does not. If I plan on using these to enhance understanding over the subject matter I will have to book in advance and arrange with teachers to swap classrooms. There is also a school policy of no mobile phone use within class contact periods. If I intend to use these devices I will have to gain permission from the principal and parents. Despite these challenges I strive to persevere and implement ICT in some form.

Another challenge to overcome is engaging the students in my class. Caroline Chisholm Senior Campus has unfortunately been tagged with having a ‘bad reputation.’ On my rolling days I observed behavioral problems and behavioural management issues from teachers. I aim to address these behavioural problems through the integration of ICT to enthrall, engage and enrich the students. ICT will serve to enhance the content of the course and present it in multiple ways through interactive games, worksheets and online activities to appeal to different learning styles. By doing this I intend to spark an interest in the students and diffuse any distracting behavioural problems.

My philosophy on teaching art to this Year 7 class is to focus primarily on the enjoyable aspects of creativity while introducing the technical and academic side of art making. In doing this I hope to instill a passion for the subject matter and motivate the students to participate in a journey for acquiring knowledge. Hopefully, by doing this the students will have a desire to continue visual arts as an elective in later years of their secondary education.

Summary Three: Mobile Learning...Myth or Reality?

The immense popularity of mobile devices amongst contemporary youth is laying the technological foundation for mobile learning. Whilst mobile learning in most forms is still in the conception stage, some schools are experimenting with the devices on offer and recognizing their potential. Research has revealed the educational benefits of implementing mobile devices within schools yet many factors are hindering its progress. There is a fear that mobile learning will not effectively surpass conception stage and be an eternal idea rather then actually coming into existence in the classroom. This summary will investigate case study’s of how mobile learning is being effectively used in the school context and evaluate the obstacles that are preventing widespread use such as established attitudes, with a focus on the issue of finance.

Mobile learning refers to the use of handheld devices, such as mobile phones, laptops, PDAs and any other IT devices that are used in teaching for the purpose of learning. Glew et al (2003) extends this general description further as,

'Any sort of learning that happens when the learner is not at a fixed predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (p. 6)'

This definition reveals how learning environments are changing. With mobile learning, the potential of the devices should not be limited to being used simply within the four walls of the classroom or on school excursions but at any opportunity. This could be teachers’ sending notes to students via mobiles at home, students revising on the bus and those away sick being sent updates of what is happening over the day. This approach encompasses the innovative value and creativity that the devices offer.

Mobile devices are frequently used to communicate socially by youth, signaling that for the effective use of them in school, social context needs to be considered. Richard Culatta’s presentation, ‘Mobile Learning are we there yet?’ (2010), promotes the importance of social contexts, focusing on the need for learner/learner and learner/expert relations. Culatta stresses static content should not be delivered to these devices according to traditional methods of content/learner as it prompts passive participation and a lack of engagement. It also doesn’t take advantage of what the devices offer, they are not simply delivery systems for content, but rather produce social involvement in the learning process, fulfilling the needs of contemporary students. A new pedagogical interaction needs to be formulated, where active use is stimulated through resources like SMS quizzes, interactive games, discussion forums on blogs and research through wireless internet.

With the plethora of resources available, schools have begun experimenting with mobile learning and are attempting active engage with students. Mobile phones in most cases are being utilized as they are a common device that students own and are familiar with. One resource that is being used is MiLK, where interactive learning events are created by teachers and students. Each event contains checkpoints where students answer questions through texts to progress to completion. Whilst being fun and collaborative, which is inline with the social functioning of students, it also is educational, demanding thought, engagement and reflection through posting on discussion forums. One case study of their use in an educational setting shows, ‘The technology is this generations pens and pencils. They had a task that they were wholly motivated by. They had control over the learning and were setting up structures for others to enquire and investigate’ (Meredith, 2008). This resource has proven how effective mobile devices can be in instigating learning experiences, yet why is it not common in every school? What are the barriers preventing widespread use?

It appears that attitudes towards mobile devices are impacting on their educational potential. Why bother with making learning mobile? It is simply a trend that will blow over. Negative mental positions like this are obstructing mobile learning being investigated as a possible form of delivering education to students. There is division between how they are perceived for entertainment and the way they need to be viewed for education, ‘as digital pocket knives of tools for creation and learning’ (Low, 2009). Lists of the disadvantages are available on numerous sites, such as those on the blog, ‘E-Learning Resources’ (Harriman, 2010). They have the same points listed over and over again with rare mention of established attitudes towards mobile devices. Despite advancements in resources available and demands of new learning styles, the established attitude still means it is the norm for schools to have mobile device bans in place. This is due to people’s perception that they are a distraction to ‘proper’ learning, a status symbol, and cause antisocial behaviour like cyber-bullying. Reports show that teachers are not giving enough thought to their potential, simply discarding them, as they do no know how to use them effectively. A teacher is quoted, ‘we haven't really sat down and really thought about, `Is this an important tool?' A lot of us are still thinking this is just a mobile phone and a mobile phone is for talking and this should not be in class’ (Hanna, 2009). This indicates that for mobile learning to have a chance of establishing a place within the school curriculum, teachers need to be trained with effective user skills, but more importantly attitudes of educators, students and the wider community need to change towards them shifting from an entertainment perception to educational empowerment.

Mobile devices have become universally adopted tools for youth yet they are still not being transferred for effective use in educational contexts largely due to the issue of cost. These devices cost money on a continuous basis due to updating plans, data usage and buying new models. Cost also brings up the debate of what devices should the students use? With technological companies, such as Apple marketing towards students it is turning into a fierce competition of which device will win for common use in class. An article by Calvin Taylor (2009), conducted a study on students in Adelaide, Australia to determine the impact of finance on mobile learning. Through surveys, focus groups and observation its came to the surface that ‘the high expense of these mediums…[was] playing a restrictive role, limiting their use.’ The Australian Government has seen the need to revolutionize education by granting $2.2 billion dollars over 6 years to provide equipment, training and access to broadband internet. Canberra Secondary schools are receiving smartboards, computers and wireless internet, showing that mobile devices have been overlooked. So, who is to buy these devices and who is to pay for usage? These questions keep arising in research yet no answer has been found.

Technology impacts on how people socialize, work, gain information, participate in communities and with the development of mobile learning, it is impacting on education. For mobile learning to move beyond conception and limited usage, appropriate pedagogies and educational practice needs to be researched and developed. Educational training for teachers is not the only answer, rather research needs to move beyond just listing disadvantages and benefits to instead provide insight into how they could be used and overcome these negative issues. Devices are geared towards supporting learning yet educational facilities are not progressing with them. This divide needs to be addressed.

References:
Culatta, R. (2009, December 3). Mobile Learning, Are we There Yet? [Video file]. Retrieved from
http://www.youtube.com/watch?v=1SZZgtJKgxk

Glew, J.P., Lefrere, P., O’Malley, C., Sharples, M., Taylor, J., & Vavoula, G. (2003). Guidelines for Learning/Teaching/Tutoring in a Mobile Environment. Retrieved from
www.mobilearn.org/download/results/guidelines.pdf

Hanna, C. (2009, June 24). Teachers Urge to Rethink Mobile Phone Ban. Brisbane Times. Retrieved from
http://www.brisbanetimes.com.au/technology/teachers-urged-to-rethink-mobile-phone-ban-20090623-cv80.html

Harriman, G. (2010, April). M-Learning [Web log post]. Retrieved from http://www.grayharriman.com/mlearning.htm#7

Leonard, L. (2009, November 11). The Genie in the Bottle: Unleashing the hidden power of personal mobile devices for learning [Web log post]. Retrieved from http://mlearning.edublogs.org/

Meredith, S. South Australian Botanic Gardens. Retrieved from
http://www.milkit.com.au/milk-teacher-champions/steve-meredith#more-73 MiLK Teacher Champions > Steve Meredith - South Australian Botanic Gardens

Taylor, C. (2009). Pre-paid Literacy: Negotiating the Cost of Adolescent Mobile Technology Use. English in Australia, 44(2), 26-34.

Focus on mobile phones...To ban or not to ban?

I had to put in this video from youtube. Not only was it interesting, backed by research and thorough it also had bits from a Simpson's episode in it! If you have the time it is worth watching, one of the better videos I viewed on why phones are being banned and how and why schools should embrace them in their curriculum.

I also found an article relevant to the Australian educational context on schools rethinking bans on mobile devices: Teachers urged to rethink mobile phone ban.
It states that schools banning devices are failing to provide children with a 21st century education. It also highlights how they are being perceived showing that a turn aorund in attitude towards their potential is required,

"We haven't really sat down and really thought about, `Is this an important tool?' A lot of us are still thinking this is just a mobile phone and a mobile phone is for talking and this should not be in class."

Who pays? The cost of mobile learning

One issue I came across is that of cost. Whilst the Australian Government through the Digital Education Revolution, is providing $2.2 billion dollars over 6 years to provide equipment, training and access to broadband internet. Mobile devices may be overlooked, this is indicated by the recent initiative within Canberra where secondary schools are being provided with smartboards, computers and internet with no mention of mobile devices. So the question must be asked...Just who will pay for these devices for mobile learning to take place?

For educators to expect students to buy and own the tools is unrealistic. Not only due socioeconomic differences within schools but also what device should be bought? Yes students mays own phones, but not necessarily the same ones making teachers job of designing digital learning experiences difficult.

I found an article, 'Pre-paid literacy: Negotiating the Cost of Adolescent Mobile technology Use', (Taylor, 2009). While phones are popular this article shows that mobile learning may be a challenge due to adolescents having limited financial resources and has management issues of costs. Taylor uses research into youth mobile literacy practices, as well as talking to students to illustrate the relations between cost and use.

One thing that became obvious is that with the use of mobile in particular there are on-going costs. You do not just pay a start up fee, rather money is paid on a continuous basis for maintaining plans, sms and call costs and updating devices to stay current. If phones are used to facilitate learning in schools then is it the responsibility of the school to pay for these costs? or is it up to the students? This factor of cost and the debate of who is to pay may be a major barrier in preventing mobile learning to be implemented on a large scale.

Disadvanatges...Stopping use or an excuse?

I came across many sites online that list benefits and disadvantages to mobile learning. While some were significant points I began to get the feeling that people are hiding behind the disadvantages so they will not have to implement mobile learning into their practice. Is it fear of not knowing how to use the technology that is really hindering full usage?

Here are a few links to some blogs that show the benefits and disadvantages to mobile learning:

• Wiki on Disadvantages to mobile learning
• E-learning resources site on benefits and disadvantages

Some disadvantages include:

• Small screens of mobile phones and PDAs: hard to read and limits amount of info that can be displayed
  
• Limited storage capacities in PDAs
• Battery life/charge
• Lack of common operating system
• Lack of common hardware platform make it difficult to develop content for all.
• Limited potential for expansion with some devices
• Devices can become out of date quickly
• Wireless bandwidth is limited and may degrade with a larger number of users
• Difficulties with printing, unless connected to a network
• Language used by students is often jargonistic, which is unhelpful for people with dyslexia and other learning difficulties
• Cost
• Cheating in assessments
• Untrained teachers may not implement the devices effectively
• Distraction from 'proper' learning
• Cyber-bullying
  

These disadvantages need to be considered by schools that implement mobile learning. Most of the disadvantages can be overcome but some are still prominent in hindering the full usage of mobile devices.