Learning with Mobile and Handheld Technologies:
Inside and outside the classroom
Routledge – 2015 – 224 pages
As technology evolves, we are becoming ever more reliant on the use of handheld and mobile devices, yet what we know about their impact on learning is, as yet, limited. Whilst there has been a lot of interest in this type of technology, many schools aren’t exploiting it to their educational advantage.
Learning with Mobile and Handheld Technologies offers tried and tested examples of how technologies have been used in learning across schools, how the problems that inevitably arise have been solved, and offers ideas for the future. This invaluable book will provide teachers and educators with practical examples of the uses of mobiles and technology enhanced learning in educational contexts, and includes sections on:
Learning with Mobile and Handheld Technologies introduces the changes that are taking place within schools as a direct result of emerging technologies, and contains case studies with examples of best practice in a variety of settings including Primary, Secondary, and home and distance learning. The book also discusses themes of pedagogy, communication and affordances, collaborative learning, individual creativity and expression, self-directed and informal learning and outdoor education.
The learning potential of learning with handheld and mobile devices has excited teachers and educators, but until now there has been no structured, systematic overview available that gathers examples of best practice in, and out, of schools. This hugely practical book gathers many of the examples that are available, and brings them together to provide a clearer picture of what is currently a fragmented area.
1. Introduction; 2. Why now?; 3. Systematic Change; 4. Issues of cost, management, ownership and responsibility; 5. Pedagogical benefits; 6. Case studies – Primary and Secondary; 7. Case studies – home and distance learning; 8. Case studies – SEN and self-directed learning; 9. Core subjects – English, Mathematics, Science and MFL; 10. Conclusion and future directions