When I think of integrating mobile technology into my learning environment, I think of one of our weekly reading article’s title, It’s more funner! Isn’t that the truth. Throughout the course of the year when reading all of the research and studies one thing is clear, technology, particularity mobile is used on a daily basis by young learners for various forms of learning from formal, non-formal to informal. Because of their familiarity with the devices it makes for an authentic way to improve engagement and motivation of learners. I also think of the article from Eynon & Malmberg, where they discuss internet and mobile trends. Is there a larger trend right now then content creation. Podcasters, vloggers, online gamers, youtubers and more. We live in a world where people want to go viral and be connected online sharing created content. In my final project I will be talking about how use of video editing software on mobile technology and devices will increase user motivation and engagement as well as promote and develop critical thinking skills such as reflection, interpretation, evaluation and more.
It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school
It’s more funner. Devices are more funner. According to researchers the belief is they can “transform education, provide unprecedented learning opportunities and positive outcomes for young children and offer rich opportunities for independent learning and collaborative interaction.” Dunn et al., (2018)
However, researchers also discuss how their is a fear that mobile technology is being misused, causing harm to young learners. “There have been concerns that technology has had a detrimental effect on children’s play and that play with digital technology is not real play” Dunn et al., (2018)
I find that is not the devices and technology that “are diminishing children’s play and are an affront to childhood”, but rather how they are being implemented, designed, and used. “However, many teachers lack pedagogical and technological knowledge and report confusion around when and how to effectively integrate technology into their teaching”, Dunn et al., (2018) When a device or technology has no purpose, or isn’t being used to its potential it can be very detrimental.
“Fun was closely linked to the concept of games.” Dunn et al., (2018). So how can making learning more game like and fun have an effect on content learning? That’s where design comes in, whether you are talking about app, tech, or lesson design they all play a part in learning with mobile technology. Children’s voices need to heard and considered when designing technology for education as they will be the primary users.
A typology of young people’s Internet use: Implications for education
In all walks of life there is a growing interest in data. It has become as valuable as currency. Trends and habits are valuable information when creating and designing anything, especially in this digital world we currently reside.This article discusses how researchers have an “interest in the ways that young people are using the Internet and other new technologies in their everyday lives and how this use may enhance informal and formal learning opportunities” Eynon, R., & Malmberg, L.-E. (2011).
It’s clear from their research that teens and young learners are interested in the internet and using it for personal use.
“the Internet is something they care about and are/want to be good at. Therefore, they are taking more responsibility for their learning or use of new technologies by solving technical problems for themselves” Eynon, R., & Malmberg, L.-E. (2011). This tells me since it is something that motivates them and interests them, they want to know how to use it, they want to manipulate for their gain. This drives up focus and engagement and if used properly in education would do the same.
“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” Eynon, R., & Malmberg, L.-E. (2011).
How do young people identify with online and offline peer groups? A comparison between UK, Spain and Japan
How do I fit in? This is a question adolescents from elementary school throughout high school are asking themselves very often. Now, it’s not just about fitting in at school or in their communities, but online as well. “Multiplayer games, virtual environments, social networking sites and other online hangouts involving interaction with other users have become some of the most important reasons why young people log on” Lehdonvirta, V., & Räsänen, P. (2011). These all have an impact of the social identities these adolescents are forming. This led researches to discuss whether this was to young learners benefit or detriment.
While in the past, learners typically defined themselves in more traditional ways, that has shifted. “online activities have significant consequences for today’s young people in almost any developed country. In the past, individuals learnt to experiment with their identities in only a handful of social contexts: at home, at school and in the company of close friends. This is no longer the case, since almost every young person now connects to digital networks. Games, social networking sites and other online environments should be seen as crucial contexts for today’s youths’ socialisation and identification experiences – across old as well as newer information societies.” Lehdonvirta, V., & Räsänen, P. (2011). This makes it necessary for designers and integrator to consider this when implementing or designing technologies.
References:
Dunn, J., Gray, C., Moffett, P., & Mitchell, D. (2018). ‘It’s more funner than doing work’: Children’s perspectives on using tablet computers in the early years of school. Early Child Development and Care, 188(6), 819–831.
Eynon, R., & Malmberg, L.-E. (2011). A typology of young people’s Internet use: Implications for education. Computers & Education, 56(3), 585–595.
Lehdonvirta, V., & Räsänen, P. (2011). How do young people identify with online and offline peer groups? A comparison between UK, Spain and Japan. Journal of Youth Studies, 14(1), 91–108
It’s More Funner was one of the articles I read a few weeks ago and it really did resonate with me. It is clear that students are significantly more motivated when they have the opportunity to work with devices as opposed to without. I do think that devices can be beneficial when they are implemented properly and with purpose (which you essentially said). When those things aren’t taken into consideration though I do think devices can be detrimental and for that reason, there needs to be an uptick in the amount of as well as the quality of the technology pd we provide to teachers.
As always you have written a thought-provoking, eloquent blog post. I have thoroughly enjoyed reading your thoughts these last two semesters and hope to “see” you in future classes. Have a great summer.