MOBILE LEARNING TECHNOLOGIES

         Mobile technologies support learning experiences that are collaborative, accessible and integrated with the world beyond the classroom (Euducause, 2013). Using portable computing devices, for instance, laptops, ipads, tablets and smartphones with wireless networks enables mobile learning allowing teaching and learning to extend to spaces beyond the traditional classroom (Euducause, 2013). Within the classroom, mobile learning gives instructors and learners increased flexibility and new opportunities for interaction (Euducause, 2013). Two mobile learning technologies that one believes can enhance adult learning are smartphones and ipads.

Smartphones (www.wikipedia.com)

          ‘A smartphone is a mobile phone built on a mobile operating system, with more advanced computing capability connectivity than a feature phone (Wikipedia, 2013).’ Like ipads, smartphones’ have Wi Fi and broadband allows faster internet connectivity and downloads of educational apps which appeals to different learners. Allowing the usage of smartphones in the teaching learning experience will foster engagement and collaborative exercises among learners who can work in groups and share information with each other.  Smartphones prevent instructors and learners from being confined to a personal computer. Its lightweight allows it to be flexible to carried anywhere, at anytime and its high speed internet allows easy access in seconds which enhances communication between learners and instructors. Moreover smartphones encourages professional development for teachers who are willing to integrate mobile learning among their learners. Instructors will now have to explore various apps and learn how to use them to create significant learning experience for their learners.  

iPads (www.wikipedia.com)

            The iPad is a line of tablet computers designed with user interface which is built around the device's  multi – touch screen screen, including a virtual keyboard (Wikipedia, 2013). Like smartphones the iPad has built-in Wi Fi and, on some models, cellular connectivity (Wikipedia, 2013). The iPad can shoot video, take photo, play music and perform online functions such as web-browsing and emailing (Wikipedia, 2013). Other apps can be downloaded for mobile learning on this device among learners. Such device when integrated in the teaching learning experience, with its ability to download several apps such as Lectora, Flashcards and Evernotes, will enhance individuals’ study, organizational and communication skills.

                                                                    

REFERENCES

Educause (2013). Learning Technologies. Retrieved from www.educause.edu

Wikipedia (2013). iPads. Retrieved from www.wikipedia.com

Wikipedia (2013). Smartphones. Retrieved from www.wikipedia.com

SOCIAL NETWORKING FOR LEARNING

         Social networking tools offer learners exciting new ways to carry out researches, create visual and audio teaching aids and learn from frequent interactions with others. Social networking is used to explore interests and find information that goes beyond what learners have access to at school and in their local community (Richardson, 2010). Many teachers are increasingly using social networks to supplement teaching and learning in the traditional classroom environments as they can provide new opportunities for enriching existing curriculum through creative, authentic and/or flexible, non-linear learning experiences (Wikipedia, 2013). The new Web 2.0 technologies built into most social networking services promote conferencing, interaction, creation, research on a global scale, enabling educators to share, remix, and repurpose curriculum resources (Wikipedia, 2013). In short, social networking services can become research networks as well as learning networks (Wikipedia, 2013). Two social networking technologies that have the potential to enhance adult education are Facebook and Pinterest.

www.facebook.com

            Facebook was selected because it has a number of features with which users may interact.  Facebook allows users to upload photos and create and download videos as they share ideas and knowledge with each other (facebook.com, 2013).  Two techniques through which one might incorporate facebook into one’s professional practice are brainstorming and discussions. Both techniques allow collaboration among learners which allow students to actively participate in the learning process by talking with each other and listening to other points of view. Collaboration establishes a personal connection between students and the topic of study and it helps students think in a less personally biased way (Wikipedia, 2013).

www.pinterest.com

            Pinterest was selected for the reasons that users can upload, save, sort and manage images, known as pins, and other media content (i.e. videos) through collections known as pinboards (pinterest.com, 2013). Pinboards are generally themed so that pins can easily be organized, categorized and discovered by other users (pinterest.com, 2013). Two ways in which this social networking site can be incorporated in one’s professional practice are field trips and group projects. Learners will take pictures on the field trips and save images on their pinboards. In groups, they will create a story using video and their collection of photos. Teachers can pin sites for later referral while students can pin and organize sources and collaborate on projects (pinterest.com, 2013).

 

REFERENCES

‘Collaboration’(2013). Retrieved from www.wikipedia.com

‘Facebook’(2013). Retrieved from www.facebook.com

‘Pinterest’(2013). Retrieved from www.pinterest.com

Richardson, W (2010) Blogs, Wikis. Podcast and Other Powerful Web Tools  for

          Classrooms 3^rd ed. California: Corwin

‘Social Network’(2013). Retrieved from www.wikipedia.com

INCORPORATING TECHNOLOGY IN ONE’S PROFESSIONAL PRACTICE

            Two examples of how one can incorporate technology into one’s professional practice when teaching essay writing to adult learners, include using Google talk to have frequent dialogues with learners through text and voice communication online or offline especially with respect to clarifying assignments whenever the need arise  (Wikipedia, 2013). This technology will allow the instructor to instantly send and receive files, pictures, and through audio conferencing dialogue with the class of learners (Google, 2011).

            Second, Wiggio will be incorporated because it promotes active learning by giving the feeling of face to face interaction with the individuals involved through means of teleconferencing. In addition, it enhances organizational, reasoning and communication skills through its features as learners learn from each other during discussions. Samples of essays can be posted on wiggio which learners can see and edit same, as well as view others corrections of the essays posted.  This technology allows for easy group collaboration, making the work easy for both instructors and learners. Below are the URL for each technology.

           REREFENCES                                                    

           ‘Google Talk’(2013). Retrieved from www.wikipedia.com

           ‘Google Talk’(2011). Retrieved from www.google.com.jm

           ‘Wiggio’ (2012). Retrieved from www.wiggio.com