Applying information to a Middle School Science Classroom

As we advance further into the course I continue to build a larger personal database of information and application I can use and incorporate in my own teaching. My first reading by Guo et al (2011) brought about some insight on how to further the idea of student centered learning through mobile devices. In their article they mention something called “smart objects” these objects are, “sensor-augmented everyday objects…smart objects can provide various assistance to people’s lives” (260). All though my idea for them is not game based as the article suggests, I think of the various pieces of lab equipment and safety devices in the science classroom that are foreign to many middle school students at the beginning of the school year. Linking objects such as: beakers, graduated cylinders, eye wash stations, etc to an app on a mobile device can allow students to direct their own learning as they interact and attempt to make meaning as to what these different tools could possibly be used for within a science classroom.

One of the major themes I have gotten out of this course to this point is the different types of learning (formal, informal, implicit) that can take place through the use of mobile devices. Bonk (2012) introduced me to another type of learning known as extreme learning. As defined by Bonk (2012), “extreme learning is the idea of developing activities that involve learning with technology in unusual or unique ways.” Of the many goals mentioned with extreme learning the one that had the most relevance to me was the idea of multi cultural and diversity awareness. Teaching in a school district that is home to the US Army War College, we are privileged enough each year to have several students join us from countries all around the world. These students often do not get a chance to share parts of their culture with their classmates. Using some of the ideas mentioned in the article, I see it possible for students to incorporate and teach their peers about their cultures to illustrate the many similarities and differences. Whether that be multimedia presentations, video chats with peers from their native country, anything at all to enhance student’s understanding and appreciation for diversity and different cultures.

Finally I would like to briefly reflect and compare my view on mobile learning from week 1 of the course up to now. In the first week I defined mobile learning as,

“mobile learning is the idea and practice of using available technology allow learning to take place anywhere at anytime. It also has the ability to enhance, and extend on existing learning by allowing the users to connect concepts in both formal and informal settings. It allows learners and educators access to material that would otherwise be difficult to express or visualize without the assistance of user friendly user devices.”

For the most part I strongly agree with my earlier definition.Mobile learning is something that extends learning outside the classroom to more informal settings and the idea of augmented reality allows a visual element to it that is otherwise difficult to illustrate without the assistance of mobile devices. If I were to add anything to my definition, I would include the idea of personalization and the building towards 21st century skills. Mobile learning creates a more student lead environment in which learners direct themselves based on their own interest and curiosity. It allows them to develop creativity and problem solving skills as they develop into lifelong and independent learners.

References:

Bonk, C. J. (2012). Technology enhanced teaching: From tinkering to tottering to totally extreme learning. Proceedings of the 1 st International Conference on Open and Distance Learning. (pp. 1-33). Manila, the Philippines.

Guo, B., Fujimura, R., Zhang, D., & Imai, M. (2011). Design-in-play: improving the variability of indoor pervasive games.Multimedia Tools and Applications. doi:10.1007/s11042-010-0711-z

 

2 thoughts on “Applying information to a Middle School Science Classroom

  1. Pam Dobson

    Hey Jeff-

    I was really interested in Guo’s article– are the objects themselves smart alone, or do they require an app or augmented reality software in order for students to access them? Using physical objects instead of locations was an idea our elementary librarian came up with…she would usually tour the library with students and introduce them to the different areas. This past year the students were able to use iPads to walk around and “hear” her explain the different areas using augmented reality. Are you imagining something similar? Would your students hold a mobile device up to a becker and hear you describe what it is used for?
    By allowing the students to explore and learn at their own pace do you think a basic introductory lesson like learning lab equipment could become more engaging with smart objects?

    I was in the same camp as you, thinking that my first definition of mobile learning still applied after moving through the course readings. However, I really liked that you added the following:

    “Mobile learning creates a more student lead environment in which learners direct themselves based on their own interest and curiosity. It allows them to develop creativity and problem solving skills as they develop into lifelong and independent learners.”

    I think this was a great way to add more to your definition of mobile learning. I’ve also realized that personalization, interest and curiosity are three elements I learned more about and should include in my definition.

    Thanks!

  2. Andrew Robert Gray

    Jeff,

    It’s been a pleasure following you this semester. Wishing you the best in your future endeavors.

    You mention smart objects and “linking objects such as beakers…to an app”. However, what would this connection look like or how would it function? I’m a little confused about how this would work. Nevertheless, linking up mobile devices with everyday objects that students are used to is a good idea though. Pea and Maldonado (2006) discuss how sometimes things are popular due to the fact that students are used to them already. By linking new technology and apps to a common object we make the entire situation more likely to be successful.

    You also mention “extreme learning”, which develops activities that involve learning with technology in unusual or unique ways? Would the types of topics we’ve learned this semester fall under extreme learning in your opinion? Things such as AR & Gamification to name a couple.

    Given what you’ve said about making learning an environment where the students lead instead of the teachers, I imagine you are a proponent of user design. It’s amazing in theory, though actual implementation can be quite difficult! Though I guess most good things take effort.

    Take care!

    – Andrew

    Source:

    Pea, R. D., & Maldonado, H. (2006). WILD for learning: Interacting through new computing devices anytime, anywhere. In K. Sawyer (Ed.), Cambridge University Handbook of the Learning Sciences (Chapter 25). New York: Cambridge University Press.

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