The question over whether Mobile Devices should be permitted for use in the classroom is a controversial one. In my opinion I believe there is a place for allowing pupils to use their mobile devices e.g.: tablet, in the classroom. Research by Ofcom cited in the Telegraph suggests “Six-year- olds have the same understanding of communication technology as 45-year-olds” (Curtis, 2014). This suggests that children are highly literate in the use of mobile devices and use them to problem solve. For example: in the past a child would be directed to a dictionary, but an online dictionary is faster and easier to navigate. Additionally, a mobile device can access a variety of information without the need for library of books. Furthermore “The digital economy is vital to Scotland’s economy. 82,700 people work in digital jobs in Scotland and the sector contributes £4.5 billion to Scotland’s economy” (Scottish Government, 2016). Therefore, in my opinion, I feel that access to mobile devices in a classroom setting is a must to fully prepare children for the future.
Jarvis suggests that some of the problems surrounding technology in the classroom stems from a lack of consensus within the profession surrounding technology (Jarvis, 2015). And given the previously cited research by Ofcom, if a child of six has the same understanding of communication technology as a 45-year-old it would be reasonable to suggest that educators may lack confidence in allowing technology in the classroom.
The issue was one of the discussions that we were asked to participate in as part of the input on mobile devices.
The term mobile devices encompass more than just mobile phones and includes devices such as tablets and recording devices. One of the activities we were tasked with was using the Easi-Speak Microphone. Effectively the device is a MP3 recorder, its design is attractive to children as it comes in bright colours and is the right size for a child’s hand. It is simple to use and, I found one of its most user-friendly features was its simplicity when transferring the recording onto a computer. The device itself connects directly to a Universal Serial Bus (USB) port.
Mobile devices allow for “Situated Learning” (Beauchamp, 2017, p.91) and the Easi-Speak lends itself well to this. Imagine its usage as a group of pupils conduct interviews as part of a Topic/Literacy assignment. The device can be taken to a location and recording made on site.
As part of a pair, we were tasked with writing an “I AM” poem. When completed the poem was recorded line by line onto the Easi-Speak microphone. We were then able to insert the audio clips onto a PowerPoint presentation. The sound clips were added to images this meant that the poem became multimodal. Beauchamp suggests that multimodality allows teachers to present information in various ways allowing for greater understanding by the pupil and can it can make work more interesting (Beauchamp, 2017). Jarvis states “learners who alternate between reading and listening to audio files are likely to remember more” (Jarvis, 2015, p.73). Multi-modality also allows for work to be more inclusive for those with Additional Support Needs (ASN).
The assignment also met outcomes from the curriculum for excellence as listed below:
I can present my writing in a way that will make it legible and attractive for my reader, combining words images and other features. LIT 1-24a
Having explored the elements which writers use in different genres, I can use what I learn to create my own stories, poems and plays with interesting structures, characters and/or settings. ENG 1-31a.
I can create, capture and manipulate sounds, text and images to communicate experiences, idea and information in creative and engaging ways. TCH1-04b.
(Scottish Government, 2008)
When reflecting on the experience I noted that the insertion of the audio made sense of the pictures on the screen and not having to focus on the reading of a slide meant that the presentation was easy to engage with. This became more apparent as I had the opportunity to view the multimodal “I am” poems made by my classmates.
Whist it is a mobile device, the Easi-Speak does not pose the same risks as another device that is internet capable. It is natural to worry that children are unsafe online, and it would be difficult as a teacher to monitor a class who were using their own devices that have internet surfing available. One possible solution would be that mobile devices should be limited to tablets that require WI-FI, that way a strong firewall would be effective. However, research shows that children expressed an informed understanding of the dangers which could posed by using a device which allowed them to be online. They show awareness of pranking, hacking and receiving abuse. They research suggest that children would disclose to a significant adult and were also aware of agencies such as Childline or the Police (Scottish Government, 2016, p.7)
References:
Beauchamp, G (2017) Computing and ICT in the Primary School From Pedagogy to Practice 2nd ed. London: Routledge.
Curtis, S (2014) Digital learning; how technology is reshaping teaching (online) Telegraph [online] Available: https://www.telegraph.co.uk/technology/news/11051228/Digital-learning-how-technology-is-reshaping-teaching.html [Accessed 08 March 2018].
Jarvis, M (2015) Brilliant Ideas for using ICT in the Classroom London: Routledge.
Scottish Government (2016) A digital Learning and Teaching Strategy for Scotland, The views of Children (Online) http://www.childrensparliament.org.uk/wp-content/uploads/REPORT_digital-learning-consultation_Childrens-Parliament-1.pdf [Accessed 08 March 2018].
Scottish Government (2008) The Curriculum for Excellence [Online] http://www.education.gov.scot/Documents/all-experiences-and-outcomes.pdf [Accessed 05 March 2018]
Scottish Government (2016) Enhancing Learning and Teaching Through the Use of Digital Technology, A Digital Learning and Teaching Strategy for Scotland (Online) http://www.gov.scot/Resource/0050/00505855.pdf [Accessed 08 March 2018].
