Mobile Learning Explained Visually


I read the article “Mobile Learning Explained Visually” and in it there was a quote that really struck me. It was “many teens are more likely to be digital naives than digital natives.” This is so true, many teenagers know how to use the different social media apps and think they know everything about where to find things on the web and what app to use for what. However, when students are asked to do scholarly searches or use apps for educational uses, they don’t know nearly as much about the apps as they think they do or as they know about other social apps.

This article states how many students and teenagers are “plugged in” and using mobile devices and the internet. It says that students from the age of 6 watch around 6 hours of TV a day, and play 3 hours of video games a day. When I was younger, this was not at all true. I don’t even think my brothers watch this much TV or play video games now. Since this is an average, there are tons of kids who watch MORE than 6 hours of TV a day and play MORE than 3 hours of video games a day. That is a lot. How are they finding enough time in the day to do this? What kind of family time are they getting? Do these kids read books anymore? Do they know what books are? Or does reading a book on a Nook or Kindle count as “Video games” or “Screen time”?

One staggering statistic that I saw was that 93% of students from age 12-29 are online. This is so much! While I’m glad that there is opportunity for this many students 12-29 to have access to online resources, students need to be taught how to correctly use the information they are finding. Students should have more training in how to use technology for educational purposes, more than just how to correctly “Google” things. There are always new websites, apps and programs coming out that can help students to broaden their knowledge, however, the majority of students don’t ever look for any information other than through Google or another search engine (including Wikipedia.. which is so unreliable).  Teachers need to use this technology to their advantage, change their way of teaching (much harder than it sounds, I understand that) and use technology to make it easier to reach and teach students the material they need to know for the real world. While teaching the material, teachers can be teaching valuable lessons about what sources on the internet are reliable, how to make a good search on a search engine and what to look for on websites to make sure that they are credible. These lessons can be interwoven into the lessons that teachers are already teaching to help these students succeed in college and even eventually in the real world.

I really enjoy the graphic that came with the article. It did a great job of explaining the important information and making it fun to look at, all at the same time. It also offers a few apps that are helpful to teachers such as “Evernote” and “Math Drills,” where you can practice your math skills. The “evolution of classroom technology” section also was really interesting. I enjoyed that the blackboard was used first in 1890 and the projector was used first in the classroom in 1930.  Both of these “technologies” have their usefulness to them, but there is so much more that can be done with these when technology is added. The “interactive whiteboards” like SMARTboards are basically chalkboards with a little extra “oomph” put in to make it relevant to student’s lives today. Overall, technology has definitely evolved, but it’s been a lot of the same types of things, with all the elements of using the technology becoming easier and easier to use for educational purposes.



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