Encouraging Communication, Collaboration, and Ownership of Learning through the use of Mobiles

Format

Individual Presentation

Presenters

Cynthia Deaton, Clemson UniversityFollow
Sandra Linder, Clemson UniversityFollow

First Presenter's Institution

Clemson University

Second Presenter's Institution

Clemson University

Third Presenter's Institution

Clemson University

Fourth Presenter's Institution

Clemson University

Fifth Presenter's Institution

Clemson University

Strand #1

Academic Achievement & School Leadership

Relevance

This presentation connects to the HEAD strand in that it showcases example of how mobiles can be used to support Academic Achievement. Through the effective integration of technology, teachers can encourage student creativity, communication, and collaboration. As cognitive tools and resources for learning, mobile devices present opportunities for teachers to adjust classroom activities and the classroom context to their students’ needs. We will showcase how using mobiles as a conduit for learning will support students in finding innovative ways to share their understanding of content.

Brief Program Description

This presentation is geared towards PreK-8th grade teachers who are interested in utilizing technology to support student creativity and understanding of STEM content. We will discuss how to effectively integrate mobile learning in inquiry-based lessons to support students in sharing their understanding of content in meaningful and creative ways. Participants will have a chance to work in groups to participate in iPad activities that can be modified for both formal and informal STEM learning experiences.

Summary

This session will support teachers in designing and using mobile learning activities to engage students in STEM content in creative and meaningful ways. We will examine how mobiles used with inquiry-based learning encourages culturally responsive pedagogy while meeting the needs of multiple science, technology, and mathematics standards. In this session, we will share STEM activities integrate iPads and literacy to encourage student communication and collaboration. We will discuss how to use student interests, place-based learning, and teachable moments to address 21st Century Learning Skills and build on the strengths of each student. Through performance-based activities that allow all students to share their understanding of STEM content and processes, participants will examine ways that teachers can creatively support their students in communicating, collaborating, analyzing evidence, developing explanations, and reflecting on their understanding of content. By using mobiles to support communication and collaboration, we will also showcase how inquiry-based mobile learning activities also address English Language Arts standards. In this session, we will share example activities that can be used in the classroom along with evidence of student work and how these activities impacted students. We will also discuss accommodations that were used to meet the needs of diverse students and share apps that were used in the development of the lesson plans. Session participants will be guided through inquiry-based iPad activities using free apps.

Evidence

Although the National Science Foundation (NSF) uses STEM to “refer to the four separate and distinct fields we know as science, technology, engineering, and/or mathematics” (Sanders, 2009, p 20), NSF also clarifies that the term STEM education is grounded in integration between content areas (Sanders, 2012). While preservice programs often prepare teachers for individual STEM content areas, they do not always provide support that focuses on intentionally integrating these content areas. We hope this presentation acts as a vehicle to support current teachers in effectively and intentionally integrating mobiles to support their classroom instruction and encourage 21st Century Learning Skills.

The introduction of mobiles for teaching and learning has become commonplace (Kukulska-Hulme, 2010) in today’s school environments. This introduction, however, is not implemented in an independent manner. As teachers are being exposed to mobile learning initiatives, they are also being encouraged to devote themselves to other initiatives, such as 21st century learning and inquiry-based learning, which focus on career readiness. Considering current initiatives drive teachers’ pedagogical practices, mobile learning integration should be purposeful in attending to these pedagogical concerns (Ozdamil, 2012). Fortunately, theories of mobile learning support connectivity, authenticity, and context (Crompton, 2013; Kearney et al, 2012), which can bolster students’ use of 21st Century Skills and inquiry practices.

Using inquiry instruction as a lens enables teachers across disciplines to engage students in tasks that promote 21st Century Skills such as problem solving, communication, and collaboration (Saavedra & Opfer, 2012; Trilling & Fadel, 2009). Inquiry instruction is grounded in constructivist theory, in that lessons are predominantly learner-centered and developed around students’ experiences (Bevevino, Engel, & Adams, 1999; Perkins, 1999; Savery & Duffy, 1995). By situating instruction around experiences that are relevant to students’ lives, inquiry instruction seeks to make learning meaningful, thereby increasing student motivation and value towards content. Inquiry instruction utilizes active engagement where students come together to work towards a central goal. Mobile technology can act as a catalyst in inquiry instruction, enabling students to find creative and innovative ways to meet lesson goals. Regardless of content area, mobiles can support students as they explore content, reason through and make a plan to solve problems, and work together to communicate and represent ideas (Cheng, Yang, Chang, & Kuo, 2016; Edelson, 2001; Jones, Scanlon, & Clough, 2013; Shih, Chuang, & Hwang, 2010). This session demonstrates the power of integrating mobiles within inquiry instruction for PreK-8th grade settings to strengthen student understanding of STEM content and processes.

Biographical Sketch

Dr. Cynthia Deaton is an Associate Professor of Science Education in the College of Education at Clemson University. Her research focuses on reflective practice, mobile learning integration, preservice science teacher education, and professional development for science teachers. She has worked with variety of PreK-12th grade teachers on science teaching and mobile learning integration through numerous externally professional development projects.

Dr. Sandra Linder is an Associate Professor of Early Childhood Mathematics Education in the Eugene T. Moore College of Education at Clemson University. Her research centers on supporting and sustaining teacher quality in early childhood mathematics through professional development. She have taught in a variety of elementary settings and worked intensively with in-service and pre-service mathematics educators from infant settings through fifth grade.

Keyword Descriptors

Mobile learning, STEM, Inquiry, 21st Century Skills

Presentation Year

March 2018

Start Date

3-6-2018 8:30 AM

End Date

3-6-2018 10:15 AM

Recommended Citation

Deaton, Cynthia and Linder, Sandra, "Encouraging Communication, Collaboration, and Ownership of Learning through the use of Mobiles" (2018). National Youth Advocacy and Resilience Conference. 47.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2018/2018/47