Here
are some encouraging reasons why teachers should be prepared to allow (or require!) students
to use mobile devices to achieve learning objectives:
- Learning with mobile devices prepares students for the future. Technology is here to stay, and it is only getting more complex and powerful. Having student use mobile devices in schools is therefore, at the very least, relevant to the spirit of our times. Beyond our Zeitgeist, it prepares and educates our children for the future, giving them the tools they need to be successful in an every changing and increasingly complex world. Technology literacy is imperative for their success in future studies and in transitioning into the workplace.
- Learning via mobile devices encourages students to be engaged, active and self-directed learners. Students can easily collaborate with peers, tweet messages about a topic, look up information during a lecture, receive instant feedback on their work, and publish to authentic audiences through blogs. Students build an awareness that learning happens in real-time, in the real world, in accessible and personalized ways. Students build a positive relationship to learning, which is the foundation for sustained curiosity and life-long learning.
- Technology gives students up-to-date information in a world that is fast-paced and constantly changing. Using technology for learning teaches them how to research and find information. With this skill under their belts, their learning and their knowledge become limitless, and they become motivated, self-directed and life-long learners.
- Learning via mobile devices makes learning accessible from anywhere and at any time. This portability, fluidity and flexibility of learning gives students more agency and choice in how, when, where they learn. When learning happens everywhere and at all times, it becomes more engaging, dynamic and authentic.
- Mobile learning is a useful tool for differentiating instruction. When learning happens via mobile technology, it happens anywhere, anytime and in an infinite variety of ways. Mobile device learning allows students to learn at their own pace, and according to their varied needs, talents and interests.
- Mobile learning kicks learning up a notch. Educational apps are available in a wide range of subjects for all kinds of learners. The interactive, game-like characteristics of apps encourage playful competition among students, while enhancing the way they learn new ideas. Students become engaged, curious, active participants in their learning.
- When students learning via mobile devices, teachers are relieved of the arcane role of lecturer at the front of the class. Instead, teachers become facilitators of their students’ education. This new role allows teachers more quality time with each student.
- School-issued personal iPad devices, which allow students to access their school’s comprehensive learning platform and all their personal files and folders with a swipe of a finger, makes lugging heavy books around obsolete, as well as keeping their work and their learning neat, organized, accessible and archived. Everything a student needs to be successful at school is carried in one, easy-to carry device. Better organization leads to more efficient and more effective learning.
3 Mobile Learning Activities for Visual
Arts
Digital Portfolios
Working
with my students to maintain a digital portfolio of their artwork is at the
forefront of the mobile learning activities I hope to undertake with my future
art students. This is a broad mobile activity, that students develop and build on
over time. For the art students, digital portfolios have many crosscutting
benefits, which are of value to teachers, students and parents alike.
Below
are a few key facts which indicate why digital portfolios a good exercise:
· Digital
portfolios:
- provide students with a web-based space to collect their work, which may be particularly useful for the serious art student or art major who will be applying to art school.
- are an efficient and effective tool for archiving work. This is particularly useful for artwork that may be otherwise difficult or impossible to archive in traditional ways due to size, format, installation or materials used.
- provide a narrative of learning, which shows progression, growth and achievement over time.
- show children that their art and effort is valued.
- keep student artwork organized and accessible for a lifetime that will leave a legacy of learning for the students years after they have left the classroom.
- allow students to independently document their learning and upload their work directly to their digital portfolio, giving them pride in their portfolios and empowering their learning.
- build a connection to the art room and home – parents can view, ‘like’, comment and see background and process information of their child’s art.
- are accessible anywhere and are therefore a great asset to parent-teacher conferences, student-led conferences or for future employers.
- give students an authentic audience (peers, parents and global classrooms), encouraging better work and real feedback.
Flipping the Classroom
A
flipped classroom inverts the traditional classroom model of presenting materials
to the whole class before settling into classwork and them demonstrating their
knowledge through homework. In a flipped classroom students can consume class
materials at home at their own pace, whether these be lectures, videos,
slideshows or demos. It is beneficial for different learner types as students
may rewatch or review the materials as many times as they need, and can come to
class the next day prepared with the information (and questions) they need into
order to begin digging deeper into the concept. In class the teacher can focus
her time on working with the varying learning needs of individual students.
Flipping
the classroom is an optimal model to use in the art room. A significant portion
of my class time is spent introducing students to new artists, artistic
movements, and showing slideshows of artist works. I also commit a lot of class
time to introducing students to new materials, explaining the characteristics
and virtues of specific mediums, and going over safety measures for using
certain tools. All of this information could easily be done in a flipped model,
leaving the entirely of our class time to engaging in active art making. The
flipped model allows me to spend valuable class time overseeing my student’s
application of knowledge and techniques, and make corrections and adjustments
to their learning where necessary, working with each student individually, and supporting
them in becoming self-directed learners.
IPad Art Making Apps
iPads
are powerful tools for art making and can inspire creativity and spark innovation
in the classroom and beyond. Teaching
kids about art and art making through exploration of traditional media and processes
has staying value. The tactile experience of getting messy in the art room
while making art with traditional materials such as clay, charcoal, paint and
pencils offers a rewarding kinesthetic experience, and is fun and exciting, but
it has its limitations. Coupling this experience with digital art making tools,
however, can present students with a richer learning experience, providing them
with infinite opportunities for exploration. This can inspire new artistic responses
and expand students’ creative and innovative capacities.
Using digital devices,
students can experience using tools, techniques and mediums otherwise off
limits or inaccessible to traditional school art rooms due to cost, complexity
or health hazard – these might include animation, claymation, virtual reality design or graffiti
painting. With digital painting and drawing apps, students can explore multiple
brush and drawing techniques and processes without having to commit to the
heady investment in the full range of materials. Mistakes can be easily erased which boosts
confidence and encourages risk-taking. Creative experiments can be easily
undertaken without fear of failure or expense. Exploration becomes exciting,
freeing and self-directed. Digital tools can easily link a broad and
diverse mix of media together to create deeply rich art making experiences
while growing literacies in multiple media.
This expansion of one’s creative
‘tool box’ aligns with 21st century learners, in that it supports innovative and
creative thinking, encourages flexibility and experimentation, and satisfies
the interests and skills levels of diverse learners.
Sources:
4
Benefits of Having Mobile Technology in the Classroom. Securedge Networks. Retrieved July 5, 2017 from http://www.securedgenetworks.com/blog/4-Benefits-of-having-mobile-technology-in-the-classroom
Digital Portfolios for Any Classroom. Retrieved July 4, 2017
from https://web.seesaw.me/learn-more/
Guymon, Dave. ‘4 Free Web Tool For Student Portfolios’.
Edutopia. Retrieved July 4 from https://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon
Hare, Tracy. ‘The Best App
for Student-Directed Digital Portfolios’ The Art of Education. Retrieved July
4. 2017 from ‘https://www.theartofed.com/2015/11/05/the-best-app-for-self-directed-digital-portfolios/
Hunt, Cathy. ‘iPad Apps, Lessons and Ideas for Art-Making’.
Retrieved July 5, 2017 from http://www.ipadartroom.com/apps-lessons/page/2/
Mihai, Livia. ‘8 Flipped Classroom Benefits For Students And
Teachers’. Retrieved July 4, 2017 from
