Track Session 2

3:30 pm - 4:45 pm Monday, February 28

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Creating Consumption: Using the iPad to Gather, Produce and Publish Content While Creating a Mobile (and Green!) Journalism Course (Track 1: Media & Mobility)

Mobile Learning: The Learner's Perspective (Track 2: Teaching & Learning)

Reading in the Digital Era: The Future of Books and the Future of Education Track 3: The Future of Books)

The Process, Impact and Future of One-to-One iPads at Cedars School of Excellence (Track 4: K-12 Education)

Get Comfortable! Be Mobile: Training Programs For Mobile Learning (Track 5: Infrastructure & Logistics)

The Value-Added Benefits of VLEs (Virtual Learning Environments) to the Student Learning Journey;
Calufusion: The Fusing of Technology with Learning and Life
(Track 6: Campus Spotlights)

Evaluating Mobility in the ACU Classroom: Apps, Podcasts, Student Response Systems and More (Track 7: Research)

 


 

Track 1: Media & Mobility  

Creating Consumption: Using the iPad to Gather, Produce and Publish Content While Creating a Mobile (and Green!) Journalism Course 
3:30 pm - 4:45 pm Monday, February 28
Wendy M. Chapman, Director of Web Technologies, Annenberg School for Communication and Journalism, University of Southern California  
Bill Celis, Associate Professor, Annenberg School for Communication and Journalism, University of Southern California  
Matt Frank, New Media Specialist, Annenberg School for Communication and Journalism, University of Southern California
Brown Library Core Classroom (room 235)

The iPad promised to change the way we consume content, but USC Annenberg wanted to investigate the potential of utilizing a highly mobile device with a long battery life to change the way journalists produce content. In this session, Journalism Professor Bill Celis, Wendy M. Chapman (Annenberg School Director of Web Technologies) and Matt Frank (New Media Specialist), will discuss how they collaborated to develop a course where students could produce substantial multimedia journalism using only an iPad. The session will describe how the iPad was used in the field to gather reports, edit content and publish the stories to the school's Wordpress CMS. The session will also outline the design of the assignments, which iPad applications were used to produce multimedia content and push it to cloud-based applications such as Flickr and YouTube. Professor Bill Celis will also discuss how he modified the course so the class readings and resources could be accessed using the iPad via the Kindle app and Blackboard, making the course green, paperless course. Finally, this session will discuss lessons learned in implementing such a course and internal observations, as well as feedback from the students on how effective the device was in the field and how it changed the way they tell stories.

Wendy Chapman is the director of web technologies at the USC Annenberg School for Communication and Journalism. She has worked as a Web developer and technical project manager for over 12 years and leads the Web development efforts of the USC Annenberg School. In addition to Web development, Chapman also works directly with faculty to incorporate and support various instructional technologies in their courses. Her interests include instructional design and technology enhanced learning space planning. Chapman holds a BA in English Literature from USC and is currently pursuing an M.Ed in Educational Psychology and Technology at USC's Rossier School of Education.

Bill Celis, an award-winning teacher and author, is a former education correspondent for The New York Times and a former reporter and columnist for The Wall Street Journal. His work on education and school reform policy over two decades has appeared in a number of general-interest publications from The Boston Sunday Globe and USA Today to academic publications including Columbia University’s Teachers College Record and Voices in Urban Education, a quarterly produced by the Annenberg Institute for School Reform at Brown University. His reporting classes are among the first at USC Annenberg to use mobile technology, including cell phones and iPads as reporting tools in the field. His students produce the Watt Way blog <http://wattway.org/blog/>, presenting their work across media platforms. He also conceived and helped create Intersections: The South Los Angeles Report, the first hyper local website at USC Annenberg that teaches students how to produce multimedia journalism and how to cover diverse communities; the site won initial grants from the USC Annenberg School, the J Lab: Institute for Interactive Journalism and the McCormick Foundation. In 2007, Celis was named outstanding print professor by the USC Annenberg Graduate Student Association. He is the author of Battle Rock: The Struggle Over A One-Room School in America’s Vanishing West (Public Affairs, New York, 2002), nominated for the Mountain Plains Regional Book Award and included on several year-end lists. Celis earned his master's degree from the Columbia University Graduate School of Journalism. A native Texan, he earned his undergraduate degree in journalism and English from Howard Payne University in Brownwood.

Matt Frank is a new media specialist at the USC Annenberg School for Communication and Journalism. Frank spent 8 years working in television and film as a cinematographer and editor before crossing into academia as a multimedia consultant for Penn State University's Media Commons. Frank joined USC Annenberg's Web Technologies team in December of 2009. He currently develops and teaches multimedia workshops for the Annenberg iLab and helps incorporate and support instructional technologies in the classes.
 

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Track 2: Teaching & Learning  

Mobile Learning: The Learner's Perspective 
3:30 pm - 4:45 pm Monday, February 28
Panel of students from multiple institutions, facilitated by Dwayne Harapnuik 
McCaleb Conference Room B, Hunter Welcome Center

In this panel format, session participants will be able to interact with higher education students who are using mobile devices in the classroom.

As perpetual student of inquiry, Dwayne Harapnuik has directed his inquisitive nature and focused his scholarly and professional efforts in the field of teaching & learning, instructional technology, mobile and web-based learning, and constructivism. Dwayne received his Ph.D. in Educational Psychology from the University of Alberta and is currently the Director of Faculty Enrichment at Abilene Christian University in Southwest Texas. As the Director of Faculty Enrichment Dwayne's primary responsibility is to help the faculty to develop active and engaging learning environments and to provide strategic leadership in: instructional design; faculty development; and enhancing teaching and learning with technology.
 

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Track 3: The Future of Books  

Building for the Next Information Age: Envisioning the Future of Books 
3:30 pm - 4:45 pm Monday, February 28
Bill Rankin, Ph.D., Director of Educational Innovation, ACU
McCaleb Conference Room C, Hunter Welcome Center

Almost six centuries ago, when Gutenberg's press first made mass access to information possible, the world saw an explosion of creativity. Educational, political, and religious institutions were radically transformed as those who had once been excluded found new opportunities to participate. The resulting transformation unleashed the waves of invention that created the modern world. Now, a new generation of technologies is emerging that could change the world just as radically. The first true digital books - books that are location-aware, media-rich, mobile, broadly-interlinked, and socially-connected - are on the horizon, offering a new kind of access that could be just as transformative as Gutenberg's revolution. This talk will briefly outline the trajectory of educational media from the first books through the first truly digital books as a way of tracing what's next for education.

William Rankin is an associate professor of English and director of educational innovation at Abilene Christian University in Abilene, Texas. Working with colleagues, he helped design the initiative that became ACU Connected, ACU's pioneering one-to-one that gave every student an iPhone or iPod touch as a platform for exploring next-wave mobile learning. As part of this initiative, Rankin has worked on everything from defining pedagogical approaches to designing interface elements, and he continues to work to discover and create new ways to engage learners through emerging technologies. With more than 20 years' experience in higher education, Rankin has received numerous awards for teaching and has presented on the implications of mobility and emerging educational technologies throughout the world. In 2009, he was named an Apple Distinguished Educator and in 2010, he was named to Apple's ADE Board of Directors. Interviews with Rankin have appeared in such periodicals as Wired, The Guardian, The Australian, and The Chronicle for Higher Education, and at online sites including InsideHigherEd, TUAW, and Open Culture.


Reading in the Digital Era
3:30 pm - 4:45 pm Monday, February 28
Lourdes Epstein Cal y Mayor, Directora de Biblioteca, Tecnológico de Monterrey (México) 
McCaleb Conference Room C, Hunter Welcome Center

As the world of information provides increasing access to resources, the academic community needs to reconsider the relationship between information itself and the "meaning" of how we receive it. Such an understanding provides insights into how and why the concept of reading is being redefined in the digital era. This perspective also allows us to see how the users or "readers" of information are driving trends in information access rather than merely being driven by them. Understanding the new literacy's possibilities and the reading impact for groups and individuals also allows us to draw a map of changing cultural criteria for what constitutes literacy and for how people conceptualize their interaction with information.

Lourdes Epstein Cal y Mayor received a bachelors degree in philosophy from the Universidad Panamericana and a masters degree in political and media analysis from Tecnológico de Monterrey. She is currently a doctoral candidate in humanistic studies and head of the library at the Campus Ciudad de México of Tecnológico de Monterrey. She is also a professor of social and humanistic topics for undergraduate programs at Tecnológico de Monterrey. Epstein Cal y Mayor is co-author of Problem Based Learning: From Theory to Practice (Trillas, 2005) and coordinator of Voces Anónimas (Porrúa, 2010).
 

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Track 4: K-12 Education  

The Process, Impact and Future of One-to-One iPads at Cedars School of Excellence 
3:30 pm - 4:45 pm Monday, February 28
Fraser Speirs, Head of Computing and IT, Cedars School of Excellence (Scotland) 
McCaleb Conference Room A, Hunter Welcome Center

Scotland's new Curriculum for Excellence aims to bring breadth, challenge and relevance back to the classroom. At the same time, technology is now an unstoppable force in society. At Cedars School of Excellence, we are committed to finding the best ways to integrate technology into teaching and learning.

This talk will present the decision-making process that led to Cedars School of Excellence becoming the first in the world to deploy one-to-one iPads throughout the school. It will discuss the early impact of these devices and share insights into Cedars' view of the future of teaching and learning with technology in K-12 through Curriculum for Excellence.

Fraser Speirs is the Head of Computing and IT at Cedars School of Excellence in Greenock, Scotland. He is responsible for the teaching of Computing and ICT across the school and is also responsible for IT provision, policy and strategy. In August 2010 at Cedars, Fraser successfully led the world's first one-to-one deployment of iPads in a whole-school setting. Fraser holds a BSc in Software Engineering and a Masters in Computer Science from the University of Glasgow.
 

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Track 5: Infrastructure & Logistics  

Get Comfortable! Be Mobile: Training Programs For Mobile Learning 
3:30 pm - 4:45 pm Monday, February 28
Michael Reuter, Director of Technology Operations, Central Michigan University
Kristy Strickland, Technology Trainer, ACU 
Living Room, McGlothlin Campus Center

Ensuring students, faculty, and administrators are comfortable with mobile devices is critical to the success of mobile learning initiatives. Learn training techniques, advice, examples, and insights that institutions have leverage while integrating new mobile technologies.

Michael Reuter is the Director of Technology Operations in the College of Education and Human Services and a faculty member responsible for teaching digital and social media at Central Michigan University. Over 750 students each semester use Apple's iOS devices across the College for classroom participation, backchanneling, podcasting, content creation and critique, and a variety of program- and course-specific purposes. To support these efforts the Technology Operations Group has launched a campus-wide Digital Commons to increase student expertise in a variety of technology areas including audio and video content creation, electronic portfolios, mobile device use, and social media.

Kristy Strickland has been an employee with ACU for 15 years. During that time, she has served as the Customer Service Manager, Helpdesk Manager, and presently the Technology Trainer for the ACU employees. She is responsible for providing software application and mobile device training on campus.
 

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Track 6: Campus Spotlights  

The Value-Added Benefits of VLEs (Virtual Learning Environments) to the Student Learning Journey 
3:30 pm - 4:45 pm Monday, February 28
Pez Kooner, IT Communications Consultant, Birmingham City University (UK)
Ron Austin, Senior Lecturer and Course Director, Birmingham City University (UK)
Shore Art Gallery

The presentation will discuss the value that VLEs (Moodle/apps) can bring to the student-learning journey, looking in detail at a cohort of students and their engagement with course modules via the VLE. The use of iPhones and Android phones to disseminate course materials and quizzes also improves the students' learning journey. The presentation will conclude by describing how Birmingham City University's initiative is encouraging engagement with the learning process in an open and accessible format.

Working within the Corporate ICT department, Pez Kooner is the communications consultant for the Birmingham City University. Since joining the university in 2008, Kooner has been responsible for overseeing the communications function for the ICT department. Additionally, he is also the program leader for the corporate iOS deployment program. Having come from a telecommunications background, Kooner was instrumental in introducing iOS devices into the organization, first on a corporate level and later into the teaching and learning environments. He has a strong passion for technology in teaching and learning and works closely with faculty to help them realize the benefits, as well as understanding the limitations, of using "mobile computing" in the classroom.  

Ron Austin is a senior lecturer and course director (Computer Networks and Security) at Birmingham City University, Faculty of TEE, in the School of CTN. Austin has 15 years of industry experience in telecommunications and data networks and five years as a lecturer/senior lecturer. His role as an educator is to enable students to gain a deep understanding in network engineering, looking to tailor the students' individual learning journeys through the use of the VLEs and mobile devices. This also allows students to access course materials in a fashion that suits their learning style.


Calufusion: The Fusing of Technology with Learning and Life
3:30 pm - 4:45 pm Monday, February 28
Charles Mance, Vice President for University Technology Services, California University of Pennsylvania
Shore Art Gallery

Growing out of an idea that mobility in the classroom would transform education, Calufusion seeks to create a three-phase approach for enhancing student engagement, teaching, and learning. This presentation will give a brief history of the concepts behind Calufusion, an update of where California University of Pennsylvania is today, a description of issues and difficulties we have identified along the way, a list of challenges the university has faced as it has developed this initiative, and a vision for the future. In addition to Calufusion, the university is also undertaking three new major technology initiatives that will further bolster the mobile initiative and enhance the teaching and learning aspects of mobility. This presentation will also introduce these three critical initiatives. First, a campus WiFi initiative will provide full coverage to all university properties and venues, a capability that research and experience indicated had to be addressed when deploying mobile devices to a large population of users. Second, and in parallel with the WiFi deployment, a smart classroom initiative will provide the necessary technology to outfit 74 general-purpose classrooms, providing the link between mobility and the classroom experience. Finally, the establishment of the Teaching and Learning Center (TLC) will provide initial and ongoing training of faculty, students, and staff in emerging technologies and their educational uses.

Charles Mance has over 30 years of engineering, information technology and management experience, beginning with his first exposure to computing systems while serving in the United States Navy. As a member of an Operations Intelligence Division, he operated the Naval Tactical Data System which tracked radar contacts, recorded flight data, and provided navigational information. After leaving the U.S. Navy, he attended Westmoreland County Community College where he earned an Associate degree in data processing. From there, he went on to earn a Bachelor of Science degree in information systems and a Master of Science degree in telecommunications from the University of Pittsburgh. In 2004, Mance attained his Doctorate of Science degree in information systems and communications from Robert Morris University. During his career, Dr. Mance has worked for Westinghouse Electric Company, IBM, Royal Philips Electric, and Bayer, Inc., before coming to California University of Pennsylvania. As a technology professional, he has touched virtually every aspect of information technology, having designed, engineered, installed, and managed teams on complex information technology systems globally. Dr. Mance's publications include research on knowledge needs and data security as it applies to network intrusion detection systems, and Virtualization: Providing Better Computing to Universities. 
 

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Track 7: Research  

Jurassic Prof: Surviving the Coming Faculty Extinction 
3:30 pm - 4:45 pm Monday, February 28
Mark Phillips, Ph.D., Associate Professor of Management, ACU
Alumni Conference Room, Hunter Welcome Center

While the demise of newspapers is widely expected, universities actually share many traits with these disappearing dinosaurs. This short discussion reviews one professor's efforts to expand his class beyond the MWF framework. Shifting much of the work outside the classroom resulted in increased student engagement with the material as well as more enjoyable and productive class sessions.

Mark Phillips is an Associate Professor in the ACU College of Business. As an ACU Mobile Learning Fellow, Mark has implemented multiple mobile learning techniques in his large freshman business course. He is currently developing a new hybrid curriculum for the college's Principles of Marketing course.


Using Mobile Devices to Support Inquiry-Based Learning in Chemistry Laboratories
3:30 pm - 4:45 pm Monday, February 28
Cynthia Powell, Ph.D., Assistant Professor of Chemistry, ACU
Alumni Conference Room, Hunter Welcome Center

Podcasts covering essential first-semester general chemistry laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones or iPod touches. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and research teams, and student performance on graded assignments. Data analysis indicates that the podcast treatment research teams accessed a podcast 2.86 times on average during each week that podcasts were available. Comparison of interaction data for the lecture treatment research teams and podcast treatment research teams reveals that interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student research teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students judged to be highly motivated; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group. This research study provides some of the first data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts are currently being prepared and deployed in two additional chemistry laboratory courses: Biochemistry Laboratory and General Science for Pre-service teachers.

Cynthia Powell is a faculty member in the Department of Chemistry and Biochemistry at Abilene Christian University. She earned an M.S. in chemistry at Texas A&M University and a Ph.D. in chemistry at the University of North Texas. She has a growing interest in how students learn and in research into the most effective instructional methods for promoting deep conceptual understanding. Her recent chemistry education research has been focused on the use of podcasts delivered via iPhone or iPod as a scaffolding tool to support inquiry-based chemistry laboratory curriculum.


Effect of Student Response Systems on Student Achievement and Study Time
3:30 pm - 4:45 pm Monday, February 28
Autumn Sutherlin, Ph.D., Associate Professor of Biochemistry, ACU
Alumni Conference Room, Hunter Welcome Center

In five studies, use of student handheld response systems (clickers) in chemistry and biology classrooms has been studied to elucidate their effect on student learning. Three studies used Qwizdom Q4 clickers, while two employed Turning Point ResponseWare for the iPhone/ iPod Touch. All studies were conducted in two sections of university level science courses where one section served as a control and the other was treated. The first three studies were in introductory level chemistry, the fourth in organic chemistry, and the fifth in general biology. In all five, the study design was quasi-experimental using switching treatments with replication. Student pre- and post- attitudinal surveys were administered to all students in both sections. The students' university grade point average and ACT scores were examined to determine the equivalency of the groups. The quiz and exam scores were analyzed to determine if there was a significant difference in achievement.The first study examined the effect of students using clickers during instruction when the teaching method was consistent between the sections. The second study looked at the effect of changing teaching methodology when the clickers were used. The third study focused on the effect of clickers on students self-reported study time and the significance of assigning value to in-class clicker questions. In the first three studies, there was no statistically significant difference in the achievement between the control and experimental groups on exams. Over the course of all three studies there was a slight but statistically significant difference in quizzes with the control group averaging slightly higher. In all studies, students self-reported that the clickers helped them learn the class material. The current studies are repeating the third study in a general biology course and organic chemistry course to attempt to assess the difference in courses and instructors.

Autumn Sutherlin has a Ph.D. in Biochemistry from Purdue University and has taught undergraduate chemistry courses for seven years at Abilene Christian University. She has used a variety of clickers for four years in introductory chemistry courses and has studied the impact of clickers on student achievement in her classes. As a Mobile Learning Fellow in ACU's Mobile Learning Initiative, Autumn was an early adopter of the ResponseWare App on iPhones and iPod Touches.


Establishing Ubiquitous Learning: Building Upon Successful Mobile Technology Programs
3:30 pm - 4:45 pm Monday, February 28
Priya Nihalani, Chief Research Officer, GetYa Learn On, LLC and Doctoral Candidate, University of Texas at Austin
Alumni Conference Room, Hunter Welcome Center

Innovative technologies have the power to transform education. Mobile technologies, for instance, hold unique potential to enable learning processes anytime, anywhere (Bonk, 2009). However, the abundance of innovative technologies' inability to transform education is a recurring trend (Christensen, Baumann, Ruggles, & Sadtler, 2006). We previously reported issues common to unsuccessful mobile learning initiatives as well as a pilot of Statistics I, an iPhone/iPod touch app developed through evidence-based methods (Nihalani & Mayrath, 2010). The primary issue was applications pedagogically ineffective designs. The most common mobile learning has been direct applications of e-Learning techniques from desktop computers to mobile devices. Yet, in reality, the transformation of learning content in a form appropriate for mobile devices is far from linear. Statistics I‚ was not designed based on a desktop version. The app was designed to leverage the iPhone's pedagogical affordances for experiential learning and based on interdisciplinary research. Secondly, the absence of educator training to effectively integrate new technology in their classrooms was addressed by working with the current study's instructor to integrate the app appropriately in her course. At present, eTextbooks are expected to attempt widespread adoption within two years (Johnson, Levine, Smith, & Stone, 2010). How can we break the predictable trend? The present study successfully implemented a mobile educational application (Statistics I) in an introductory statistics course. As an alternative to simply reporting findings, we sought to determine principles that can be applied to the eTextbook adoption.

Priya Nihalani holds a master's degree in Educational Technology Evaluation and is currently an A.B.D. doctoral student in Educational Psychology at the University of Texas at Austin. Priya is planning to graduate this spring. Her research and expertise lie in innovative instructional design and high stakes measurement in the global educational community. Priya is the Chief Scientist and co-founder of GYLO (GetYa Learn On), an Austin-based educational software company. She leads GYLO's research collaborations and academic relationships, including GYLO's partnership with ACU. She is attending Summit with GYLO's CEO to present their research and discuss future directions for educational technology.


Using iPhones as a Testing Platform: Questions of Academic Integrity
3:30 pm - 4:45 pm Monday, February 28
Darryl Jinkerson, Ph.D., Associate Professor of Management, ACU
Alumni Conference Room, Hunter Welcome Center

While anecdotal accounts of academic misconduct on tests within COBA and the rest of ACU are common, no empirical data exists on how much of the problem is a function of the testing format that is used by professors in administering their respective exams. This study assessed the effect of varying the testing format by comparing the frequency of cheating and student attitudes toward cheating when their exam was presented in the traditional (Scantron) format versus the opportunity to present it in a scrambled, random format via the iPhone (or other technology platform). The research design used was a variation of the Repeated-Treatment Design (Cook & Campbell, 1979). The key question addressed was does the testing platform improve academic integrity (i.e., reduce cheating). Data was collected via a series of tests/quizzes administered in Mgmt 439 in the fall semester, 2010. For each exam/quiz administered, one section received the exam using the traditional paper based/Scantron format while the other will receive the exam/quiz via their iPhone including randomized item and option presentation. Following each exam/quiz, an anonymous self-report instrument was completed by all students on which they selected one of the following: 1) they were not tempted to cheat because the opportunity to see a neighbor's answers did not present itself; 2) they definitely had the opportunity to cheat (because they could see their neighbors answers) but chose not to; or 3) they had opportunity and chose to copy answers from a neighbor. The presentation will share the results of the study as well as discussion of future methodology enhancements.

Darryl Jinkerson is an Associate Professor in the College of Business Administration at Abilene Christian University. He is also a consultant with businesses, government, and education and training organizations. He is skilled in the foundations and methodologies of applied research/evaluation approaches and applications to issues and problems in business and industry. Darryl has published six journal articles in recent years including works in the Journal of Evaluation and Program Planning, Journal of Business Ethics, and the Leadership and Organization Development Journal. He is also a Sam Walton Fellow with Students In Free Enterprise (SIFE).


Evaluating the Use of Mobile Technology in the Undergraduate and Graduate Classroom
3:30 pm - 4:45 pm Monday, February 28
Stephen Baldridge, Ph.D., Assistant Professor of Social Work, ACU
Alumni Conference Room, Hunter Welcome Center

The purpose of this study was to measure student perceptions of the effectiveness of mobile device usage in and out of class as a form of delivering course content. This study analyzed and compared data from two separate classes: a freshman class with complete device ubiquity (supplied to the students by the university), and a graduate class in which students may or may not have had mobile devices. A survey used for the Mobile Learning Initiative at Abilene Christian University was adapted for use by the researchers. The areas evaluated were: identification of the primary remote device used by the student; its importance at the university; usage in a specific course; how it was used in the courses under study; and, how effective the technology was in teaching class remotely (without professor present). Preliminary analysis suggests that the iPhone was the primary device both owned and used for mobile learning. Also, all devices were more effective when everyone had use of a remote device in the classroom, i.e., undergraduate students were more consistent in their ability to access/use them. Also, multiple problems were identified regarding remote teaching which will help in planning for later distant teaching opportunities. A full review of the complete findings will be presented by the primary author.

Stephen Baldridge received his Masters and Ph.D. in social work from the University of Texas at Arlington. His research interests include family dynamics, childhood behavior, and using technology in higher education. Future projects include the implantation of mobile technology into college residence halls to develop a cyber community that improves communication and a stronger sense of belonging. In addition to using mobile technology in each of his classes, Stephen consults with school districts around the nation helping them implement mobile technology in the tracking and treating of student behavior. Stephen currently serves on the social work faculty of Abilene Christian University.

 


 
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The State of Mobile Learning
Students using iPhones in classroom discussion
So much about the way we teach, learn and communicate is up for grabs. Educators are using new tools and technologies to reach their students - but what does the future hold?
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