Pedagogical Shift for Mobile Device Integration
Traditional pedagogical models are in the process of appropriating new methodologies for instruction with the integration of mobile devices. Research shows that when studio based critiques in beginning level computer science classrooms provide students with collaborative opportunities to review each others code; students coding improved. There are two main components of mobile device integration. First, designing a structured pedagogical model to guide students through a lesson with a mobile device. Second, creating a corresponding software application to support student engagement in steps. Within the software application there are stages to support independent student engagement with a lesson and also a collaborative feature to share and review student generated content. The educator finally assesses the achievement of the students to further inform how to further direct student engagement to reach the lesson objectives.
Mobile devices are inherently collaborative communication devices that enable social constructivist pedagogy. A Constructivist pedagogy for mobile devices focus on student generated content and collaboration rather than the delivery of teacher generated content with mobile devices. Mobile devices participate in a variety of instructional activities. Each of these activities need to be structured with specific learning outcomes to guide students and educators to have focused and measurable achievement outcomes.
Mobile device hardware is advancing faster than the pedagogical models or academic institution can effectively integrate them. There is a growing deficit of knowledge about how educators and students can integrate mobile devices in the classroom to enhance constructivist learning in STEM education. In a broader context, there are two aspects to mobile device design that this research informs. Specific software applications that structure student centered, collaborative learning and user interface with the applications that draw from research around user motivations, behavior design and gamification which facilitate student engagement.
I really like this idea of the "social constructivist" nature of mobile devices and have been trying to think of ways to incorporate it into my courses. Have you thought much about how to integrate mobile devices into the humanities? I would be interested in any insights you might have. Would you consider the use of laptops to create a collaborative digital archive an example of this type of pedagogical shift?
ReplyDeleteI also wonder about your second component listed above regarding "creating a corresponding software application." Can you say a bit more? Is this possible with applications already on the market, or are you envisioning the creation of new applications?
Now that I reread the last paragraph, it seems like it is the article talking about developing software and thinking about STEM education. However, I would still be interested in your thoughts.