Mobile Learning Technologies

          There are a multitude of mobile learning technologies available to instructors and adult learners for use in the educational setting. These technologies include such devices as mobile, smart (Android), and iPhones; iPads, tablets, and notebooks; MacBooks, and laptops (Shawe, 2013). Additionally, there are numerous types of software for use with these devices, as well, including applications, browsers, RSS feeds, and podcasts, to name a few. 

One device that I feel is an important tool for use with the adult learner is the iPad, especially when used in conjunction with the extremely large variety of software made just for this purpose. The iPad is Apple’s version of a tablet and allows the student to access the internet, cloud-based materials, and classroom or school LANs. The iPad also makes it possible for the learner to use integrated technology such as the SmartBoard, as well as utilize educational software, computer (or internet) –based quizzes and test banks, “teaching” videos, and school websites (Blackboard, Sakai, etc.).

The iPad is easy to learn, simple to use, and familiar to most people since nearly everyone has used a smart phone and/or a tablet, making it a reasonable choice for most instructors (Idemudia & Raisinghani, 2014). Today’s iPads are ultra thin, lightweight, and extremely portable so that the student can carry them around with them whether they are going to class, working, or taking care of their families (Litmos Limited, 2015). This unobtrusiveness and portability is what makes the iPad such a great mobile device for learning since the student will be more willing to take it with them and spend time using it (Litmos Limited, 2015).

One method of using the iPad in the learning environment is to integrate with a SmartBoard, cloud-based materials, and educational software. By having an iPad (with required software already installed) assigned to each learner in the class and integrating it with an interactive SmartBoard, the instructor can be assured that the student will have that day’s notes and lecture material downloaded immediately upon entering the room.

Connecting the iPad with the SmartBoard, also makes it possible for the student to write additional notes (if they want), automatically copy any other information the teacher writes during class, and even write to the “Board” without leaving their seat (SMART, 2015). This is a definite boon for those students who are disabled, learning impaired, or have poor reading or language skills and will help to prevent them from falling behind (Marpadga, 2014).  

There are also some very good applications available to the adult educator to use with their learners, including some excellent language apps that would be useful for teaching English as a Second Language (ESL) to non-native speakers. Nearly all available educational software comes in a variety types suitable for androids, Apple (iPads, iPhones, Macs, etc.), and PCs, making them useful even in situations where the iPad (or other singular device) is not the only type used by the entire classroom.

Some of the best ESL applications available are those found at My English Teacher and iPad in the ESL Classroom. Both of these sites contain a large variety of applications for both androids and iPads/iPhones, with some that are compatible for Macs and PCs, as well. By using these applications in conjunction with the assigned iPads, ESL students would be able to take their assignments, vocabulary lists, practice quizzes, and other material home with them so they could work on it outside of the classroom.

Merging the iPad with the SmartBoard and combining those two devices with an assortment of downloadable applications and a cloud-based system would allow the instructor to give their students the most up-to-date (but still easy to use) learning technology available today. Students using this combination of technology would be able to learn at a higher rate of speed than those students who are only able to interact with the learning material while in the classroom, since they would have more time to practice (Litmos Limited, 2015). The use of downloadable applications would also make learning fun, exciting, engaging, and interactive, all of which helps to keep the learners attention, aiding in memorization and long-term retention (Marpadga, 2014).

References

Idemudia, E.C. & Raisinghani, M.S. (2014, February). The influence of cognitive trust and familiarity on adoption and continued use of Smartphones: An empirical analysis. Journal of International Technology and Information Management, vol. 23(2), 69-94.

Litmos Limited. (2015). The advantages of mobile learning and how an LMS can help you achieve those goals. CallidusCloud. Retrieved from http://www.litmos.com/

Marpadga, Amarnath. (2014, April 11). Benefits and limitations of mobile learning. CommLab India. Retrieved from http://www.commlabindia.com

Shawe, D. (2013, June 22). 12 benefits of mobile learning. Academy Express Courses. Retrieved from http://academyexpresscourses.com/2013/06/22/12-benefits-of-mobile-learning/

SMART Technologies. (2015). SMART education: It's simply magic. Retrieved from http://education.smarttech.com