Technology Integration in your Setting
In this week’s assignment I selected three additional empirical articles from our course reserves to further support my final project topic of designing and implementing mobile-based instruction in my own classroom. These articles highlight three different areas of interest and in different student demographics. The first, a collective typology of how young people use the Internet. Second, an article focusing on elements of app design and content influences for young students. The third, taking into consideration the effects of social media on student engagement at the college level. In continuing to investigate the design and implementation of mobile-based instruction I think it’s important to look at multiple perspectives thus the broad range of content related topics in the six articles I chose to support the instructional design elements of my final paper.
A Typology of Young People’s Internet Use: Implications for Education
In “A typology of young people’s Internet use: Implications for education”, Eynon & Malmberg provide insight into the ways young people are using the Internet outside of formal learning environments. Data was collected from a nationally representative face-to-face survey of young people in the UK aged 8, 12, 14 and 17-19. These groups were selected to encompass young people’s experiences with new technologies at different developmental and social stages (Page 587). The survey consisted of 1069 participants that were interviewed in their homes. The interview took between 20 and 40 minutes and questions were centered around use and non-use of technologies, attitudes and skills, the quality of access to technology, family, peer, school and work contexts and demographic and socioeconomic variables (Page 587). The intent of the survey is to measure two variables. The first being young people’s Internet activities used in the profile analysis, the second, a range of individual and contextual variables that help us understand that use (Page 588).
Data collection involved two areas of interest: Internet activities and Individual characteristics and contextual factors. Internet activities were designed to capture five types of Internet use: communicating, information seeking, entertainment, participating and creativity. Individual characteristics included: age group, gender, a problem solving approach to technology, and perceived Internet ability. Lastly, four measures were used to capture contextual factors. They were: home Internet access, the standardized Index of Multiple Deprivation, parental regulation of Internet use and friends engagement with technology.
As a result of this research, Eynon and Malmberg characterize four distinguished coherent profiles of young people’s Internet use: the peripherals(31%), the normatives(32%), the all-rounders(23%) and the active participators(14%). The largest group (the peripherals), were the least frequent users of the Internet, tending to do less of all five kinds of Internet activities than the other groups. They were the most likely to be younger, perceive themselves to be less skilled and less likely to have home Internet access. The normative group exhibits average uses of three kinds of Internet activity – communicating, entertaining and information seeking. There was less parental regulation that the other three groups. The all-rounders use the Internet for all five types of Internet activity more frequently than the average. They are more likely to have friends who are engaged in technology and parents who control their use of the Internet compared to normative. Lastly, the smallest group, the active participators, use the Internet most frequently for all five activities of all the groups. They tend to engage in participatory behaviors online (i.e. blogs, wikis). They also have a greater problem solving approach towards using new technologies. “Using the Internet for communicating, entertainment, information seeking, creating and participating may all, at certain times, facilitate learning. Indeed, seemingly everyday activities can lead to a range of learning opportunities for young people” (Page 593). Despite limitations in the study they have collected data on how young people are using the Internet on their own terms. This information can be used by educators to help practitioners to determine how best to use the Internet in their own classroom and to determine how best to support young people in the online activities they engage in outside of the formal learning context (Page 593).
Young Students Using iPad: App Design & Content Influences on their Learning Pathways
In this empirical study, Garry Falloon presents an innovative approach to exploring student interaction with iPad apps. The focus is specifically on the design and content features of those applications. Apps were selected by an experienced teacher to enhance literacy, numeracy and problem-solving capabilities of her 5 year old students (Page 505). There are three purposes to this article. First, to introduce an innovative methodology to record data in the iPad study. Second, to describe how this data was analysed to present insight into how design and content of apps affects the quality of student learning with mobile technologies. Lastly, it uses these results to argue the need for a more critical look at app design to improve the quality of apps used in student learning.
The study involved a class of 18 (5 year old) primary students and their teacher from school in New Zealand. Data was collected over a period of six months, spending up to 90 minutes per week in the classroom at different times of the day and week. Data was collected in quite a unique way as well. After many setbacks in the best and most accurate way to collect this data, researchers finally implemented a process where they used an app called Display Recorder which ran behind other apps and recorded .mov files of the device’s display, along with finger placement indication. This app presented problems with playing sound in the foreground apps and actually recording the interactions student were having with the application and device. Audio had to be recorded separately using a USB voice recorder that was velcroed to the device. Data was collected and coded into 4.5 hours of video capture that represented the interaction of seven unique pairings who during that time accessed 10 different apps. “Forty-five different apps were used during the study, ranging from generic scenario-based problem solving skills builders, to ones selected for developing foundation knowledge and skills within a curriculum area” (Page 507).
Collected data revealed three themes relating to the influence of app design and content for student learning. This included apps that: supported learning (eg. scaffolds, feedback, instructions), were impediments to learning (eg. some types of feedback, games/learning imbalance, restricted content), and that placed parameters around learning (or not) (eg. access to settings, time and other limits, automatic elevation to higher difficulty levels). “Data strongly indicates the value of apps providing a clear learning goal, structure, guidance and where needed, well-defined parameters around young students’ interaction if focus on the learning purpose is to be maintained” (Page 519). The most effective apps: communicate learning objectives, provide smooth distraction free pathways, include accessible and understandable instructions, incorporate formative, corrective feedback, combine an appropriate blend of game, practice and learning components and provide interaction parameters matched to the learning characteristics of the target student group (Page 519). When incorporating mobile technology into my classroom, iPads are one of my few available mobile resources at school; therefore, the first I think to go to when designing mobile-based instruction. Although conducted with a younger demographic of students than I teach, I felt that the results were relatable to influences that I see distracting or enhancing middle school students interactions with iPad applications as well. This research will be helpful in determining factors that I will consider in the future when selecting iPad applications for my lessons.
The Relationship Between Frequency of Facebook Use, Participation in Facebook Activities, and Student Engagement.
In this research study Reynol Junco attempts to examine the relationship between social media use (specifically with Facebook) and student engagement among college students. There is a fair amount of interest in the effects of social media of student development and success. I use an application in my classroom that has a similar interface to Facebook, so I was interested to learn more about students attitudes and levels of engagement as a result of this study despite the college demographic of participants and the fact the I teach middle school aged students. “This study serves to extend previous research by examining the relationship between Facebook use and student engagement. It uses multiple measure of frequency of Facebook use and engaging in various types of activities. It measures engagement using a survey specifically to assess the construct of student engagement. It also evaluates the relationship between Facebook use and two variables: time spent preparing for class, and time spent in co-curricular activities (Page 166).
Students who participated in the survey attended a 4-year, public, primarily residential institution in the Northeast. The National Survey of Student Engagement was used to measure student engagement in this study. It also included questions about students technology use. Students were also asked to estimate their time spent on Facebook, and to estimate the frequency with which they conducted various activities on Facebook. Lastly, students were asked to estimate the average amount of time they spent preparing for class and engaging in co-curricular activities each week. Data was downloaded directly from SurveyMonkey, screened for anomalies, and analyzed. Correlations were examined to evaluate the relationship between the Facebook frequency-of-use measures. Overall research concluded “students who spent more time on Facebook scored lower on the engagement scale. There was no relationship between time spent on Facebook and time spent studying. Students who spent more time on Facebook spent more time in campus activities. In general, Facebook activities were more strongly predictive of engagement, some negative while others positive”(Page 162).
Looking Back – Learning with Mobile Computers
When revisiting my definition of learning with mobile computers from lesson one I think that it is, in some ways, reinforced by what we’ve learned throughout this course. I still believe in the ability for mobile technology to provide learners with the opportunity to learn anywhere at anytime and within various contexts. I’ve gained additional insight into factors that may affect the success of learning with mobile devices. Concepts such as student identify formation with mobile technologies, the digital divide, the need for more research in best practices, learning theory and pedagogical frameworks in implementing mobile computers in learning environments as well as considering the design components of mobile learning applications. When designed and implemented effectively I still believe mobile technologies elicit participation, motivate and provide innovative ways to help students make deeper more meaningful connections throughout their learning experiences.
References
Eynon, R., & Malmberg, L.-E. (2011). A typology of young people’s Internet use: Implications for education. Computers & Education, 56(3), 585-595. Elsevier Ltd. doi:10.1016/j.compedu.2010.09.020
Junco, R. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers & Education, 58(1), 162-171. Elsevier Ltd. doi:10.1016/j.compedu.2011.08.004
Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505-521.
rrr45 says
Hi Hannah,
I appreciated the range of audiences you chose to research for design and implementation of mobile instruction.I agree with you that it’s important to look at multiple perspectives for designing and implementing but it’s equally important to note that those data methods and conclusions were specific to the targeted audience.
The “A typology of young people’s Internet use: Implications for education” article was interesting to read because their breakdown of the types of internet users. I was also surprised when you said that the normative group had less parental supervision than the other 3 groups. I would have guessed that the active participators would have less supervision, allowing them to “actively” participate in more activities at their own discretion.
The “Young Students Using iPad: App Design & Content Influences on their Learning Pathways” article could be useful from an application designer perspective but I personally had a hard time understanding how 5 year old kids were chosen as test subjects. The part you mentioned that 45 different apps being used to develop foundation knowledge and skills seemed a bit expansive for just 18 students. I do understand your reasoning for using iPad as they are commonly suggested as tools for learning.
The study done by Reynol Junco reaffirmed my observations being around 2 college campuses on a daily basis. I would agree that Facebook is primarily used for social engagement as most of the students I work with use the site/application to keep in contact with friends on & off campus. Educational content is shared sometimes on chat messages but in terms of hosting interactivity with educational content, I would guess a small percentage of people use Facebook for that purpose.
Marty says
Hi Hannah,
I like your approach to selecting these studies, in that you chose across developmental and learning stages. This may be especially beneficial, since it since you seem to be working with middle school students. The level of your students can be more advanced, similar to higher ed students, or a bit delayed and more elementary-based. Therefore, by researching across that range, you may be better equipped to prepare for the disparity in student levels and abilities.
I previously read the Eynon and Malmberg piece and found it to be thought-provoking and useful for my own project. In examining the results of this study, I really never would have surmised that the largest group of students would be the least frequent users of the Internet. I would like to read some theories on why that may be the case. I get that active participators are a smaller %, because of the effort it requires to produce content. However, I would think the peripherals would be a lower % as well. Any thoughts on that?
The iPad study by Falloon didn’t really resonate with me so much in my realm, because iPads are not utilized to a high degree. However, I do appreciate the characteristics of effective apps that Falloon provides, especially the distracting features and corrective feedback. I notice apps that favor “style over substance” and the presentation far exceeds the educational value.
Finally, Junco’s Facebook study kept jumping out at me as one I’d like to review. However, it doesn’t exactly apply to my project topic. Nonetheless, it is an interesting debate as to whether Facebook or social media can be integrated effectively into educational settings. I am not a strong Facebook advocate, so I have already skewed perspective of it in society and education. From what I see that you are sharing, Facebook use is similar to being involved in activities, but not necessarily educational in nature. If the students are social in nature they may be more social online, but that has no impact on studying. So perhaps there is yet to be a correlation between social media and educational activities. I am not sure I see any benefits fo social media. Perhaps communication capabilities. Social media could be a time-waster, but would there be any other negative factors? I dont know if I see social media and education relating and affecting one another.
Although, you state that you use an application similar to Facebook. What is that? And, how do you use it?