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Mobile Learning in Secondary SchoolThe Case for Educational

Transformation?Brendan Tangney

Centre for Research in IT in EducationSchool of Education and School of Computer Science & Statistics

Trinity College Dublintangney@tcd.ie

www.slideshare.net/tangney

MLEARN 2012

Bibliography All videos available on https://vimeo.com/user10137243

Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32 Dror, Itiel E. 2008. Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition 16:2 215–223. Galton, M., L. Hargreaves, and T. Pell, Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared. Cambridge

Journal of Education, 2009. 39(1): p. 119-140. Jonassen, D., C. Carr, and H.-P. Yueh, Computers as mindtools for engaging learners in critical thinking. TechTrends, 1998.

43(2): p. 24-32. Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher

education. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp. 231–247).Heidelberg: Springer-Verlag.

Papert, S. & Harel, I. (eds). (1991) Constructionism: research reports and essays 1985 - 1990 by the Epistemology andLearning Research Group, the Media Lab, Massachusetts Institute of Technology, Ablex Pub. Corp, Norwood, NJ

Piaget, Jean. (1950). The Psychology of Intelligence. New York: Routledge. Ruben R. Puentedura. Transformation, Technology, and Education. (2006) http://hippasus.com/resources/tte/ Soloway, E., et al., Log on education: Handheld devices are ready-at-hand. Communications of the ACM, 2001. 44(6): p. 15-

20. Voogt & Pelgrum, Pedagogy in a knowledge-based society, Human Technology : 2005, Volume 1, Number 2 [9] Vygotskii, L.S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University

Press

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Acknowledgements• Byrne P. , Tangney B., Animation on Mobile Phones, IADIS International Conference on Mobile Learning, July 2006,

pp365 – 369• Conneely, C., Lawlor, J., Tangney, B., Technology, Teamwork and 21st Century Skills in the Irish Classroom in,

editor(s)Marshall, K., Shaping our Future: How the lessons of the past can shape educational transformation, LiffeyPress, to appear 2013

• Johnston K., Murchan D., Conneely C., Tangney B. Enacting Key Skills-based Curricula in Secondary Education:Lessons from a Technology-mediated, Group-based Learning Initiative. European Conference on EducationalResearch, 2012.

• Lawlor J., Conneely C., and Tangney B., Towards a pragmatic model for group-based, technology-mediated, project-oriented learning – an overview of the B2C model, in Proceedings of the TechEduca Conference 2010, pp. 602-609.

• McCarthy, C., Bligh, J., Jennings, K., Tangney, B., Virtual Collaborative Learning Environments for Music: NetworkedDrumsteps, Computers & Education, 44, (2), 2005, p173 - 195

• Patten B., A C4 Toolkit for the Teaching and Learning of Concurrency, M.Sc. Thesis, TCD, 2007• Patten, B., Arnedillo Sánchez I., Tangney B., Designing collaborative, constructionist and contextual applications for

handheld devices. Computers & Education, 2006. 46(3): p. 294-308.• Reardon S. and Tangney B., Studio-Based Learning with Smartphones for Novice Programmers, in Proceedings of

the 10th World Conference on Mobile and Contextual Learning2011: Beijing. p. 32-39.• Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., Pedagogy and Processes for a Computer Programming

Outreach Workshop—The Bridge to College Model. IEEE Transactions on Education, 2010. 53(1): p. 53-60.• Tangney B., Weber S. , O'Hanlon P., Knowles D., Munnelly J., Salkham A., Watson R., Jennings K, MobiMaths: An

approach to utilising smartphones in teaching mathematics, Proceeding of the 9th world conference on mobileand contextual learning, 2010, pp9 – 15

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My Philosophical Outlook1

A Self Confessed Techno-ScepticThis technology “is destined to revolutionizeour educational system and ... in a few yearsit will supplant largely, if not entirely, the useof textbooks".

– 1922 - Thomas Edison on motion pictures.

“Taking full advantage of the benefits ofICT in teaching and learning willencourage and enable all students tobecome self-assured and self-directedlearners.”

2011 (Smart Schools = Smart Economy,Irish government policy document)

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2 Philosophers, 1 Poet& 2 Researchers

"For the things we haveto learn before we can dothem, we learn by doingthem.“Ethics Book II

Aristotle

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Kahlil Gibran

“If he (the teacher) is indeed wisehe does not bid you enter thehouse of his wisdom, but ratherleads you to the threshold ofyour own mind.”

From The Prophet, Kahil Gibran

Socrates

“Can it be, Ischomachus,that asking questions isteaching?”

Socrates, quoted inXenophon's "Economics"

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Papert and Jonassen

• Learning as “hard fun”.

• “...technologies should notsupport learning by attemptingto instruct the learners, butrather should be used asknowledge construction toolsthat students learn with, notfrom.”

(Jonassen, D., C. Carr, and H.-P. Yueh, 1998)

Some Mobile LearningApplications

2

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The type of learning experiences wewish to create

“…when learners are active and motivated,when they are involved, participating, engaged,and interacting with the material, then learningis maximised.”

(Dror E. 2008)

Constructivist learning

An environment which is rich in information Learners performing authentic tasks in ill-

structured domains Learning & problem solving in real-life contexts Learning through interactions with others An emphasis on learning rather than solutions An emphasis on reflective learning A cognitive apprenticeship teaching model

Bruner, J. S. (1961; Jonassen, D., Mayes, T., & McAleese, R. (1993); Papert, S. & Harel, I. (eds). (1991) ; Piaget, Jean. (1950);Vygotskii, L.S. (1978).

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A Seminal ExampleCooties • Soloway, E., et al.,

2001.

1st Attempt at supportingLearning Conversations

Patten B., A C4 Toolkit for the Teaching and Learning of Concurrency, M.Sc. Thesis, TCD, 2007

L3: Give me the Fork [to L4]L4: Fork is goneL3: GIMME!L4: Sorry buddy.L3: put down your damn fork. [to L5]

[L2 and L7 start to communicate]L3: No, your fork has gone [to L2]L2: I’m just telling him to waitL3: Can you tell me to wait? [to L4][L3 and L4 point PDAs at each other]L3: [reading from screen] ‘Fork is already beingused’

L4: I’m just sending you a message.L3: [shouting] Conor [L5] relinquish the fork, I’mstarving here!

(Patten B., 2007)

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Other Early Ones

Virtual GraffitiDavid O’Loghlin - www.vgraffiti.com

SMART - (Byrne P. , Tangney B., 2006)

DRUMSTEPS(McCarthy, C., Bligh, J., Jennings,K., Tangney, B., 2005)

Learner Created (AR) MobileApplications Using App Inventor

http://appinventor.mit.edu/

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Two Player PONG(Sergey Slashchev, Vicki Wisuri, Jiachuan Wang)

PONG Video Clip

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Augmented RealityMulti-player Draughts (Checkers)

Hugh Lardner & Stefan Weber

Augmented RealityMulti-player Draughts (Checkers)

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Set Up I

Player’s currentlocation

Player’s piece

Set Up II – Walk to the correct location

Player’s currentlocation

Player’s piece

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How to move

Turn taking is controlled by the playersthemselves talking to each other– not the application!

When a team agrees which of its piecesto move the appropriate player walksto their new location and selects“Choose to Move” which updates thelocation of the piece on the board.

How to move - II

Piece has followed player to newlocation and the screens of allother players are updated.

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Game in action!

The Verdict on App Inventor

Q. Can non techies create interestingmobile (AR) learning apps using AppInventor?

A. Not there yet but getting close………

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Designing 21C “classroom”learning experiences.

Collaboration

3

1890

2009

“Stationary desksand chairs are proofthat the principle ofslavery still informsthe school”- Montessori (1912)

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Aspect Pedagogy in an industrialsociety

Pedagogy in the informationsociety

Active learners Whole class instruction Small groups

Collaborative IndividualHomogeneous groupsEveryone for him/herself

Working in teamsHeterogeneous groupsSupporting each other

Creative Reproductive learning Productive learning

Integrative Discipline basedIndividual teachers

ThematicTeams of Teachers

The SAMR Model forTechnology Adoption

(Puentedura R., 2006)

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A Model of Team Based, TechnologyMediated, Project Oriented Learning

- Outside the Classroom

(Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010; Conneely, C., Lawlor,J., Tangney, B., 2013)

Technology-mediated

Project-based

LearningSpace

Teamwork

Skills-focussed

SocialLearningProtocols

Facilitatorand/or

Mentor(s)

Reflection

Learning Model

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Experience to date• Since Nov 2007 working in partnership with an

NGO (SUAS Educational Development)• ~3,500 participants in out of school workshops of

1-3.5 days.• Most from disadvantaged backgrounds.• Most participants ~16 years but also Primary,

year 1 secondary, Masters, learners withintellectual disability.

• Topics covered: MM production; Programming;Learning core curriculum without a teacher(Mitra like).

Bridge 21 Video (bridge21.ie)

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Themes emerging fromresearch

1. Students developed a personal responsibilityfor learning

2. Teamwork is a positive contributor to thelearning experience

3. Evidence of development of meta-cognition& higher order learning

4. Results resonate with the SPRinG project5. Skills students developed during programme

carried back to school

“I can dothings Ididn’t think Icould”

“You’reresponsible foryourself & foryour ownwork”

“I learned how tointeract with otherpeople & worktogether to buildanything”

“I like working ina team ratherthan by myself”

(Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010;)

Systemic Changein Irish Secondary Schools?

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Systemic Change in Irish Schools(12-16 age range)

Being creative Working with others Managing information and thinking

Imagining

Exploring options and alternatives

Implementing ideas and taking action

Changing and taking risks

Learning creatively

Being creative through ICT

Relating effectively and resolvingconflict

Co-operating

Respecting difference

Contributing

Learning with others

Using ICT to work with others

Being curious

Gathering, recording, organising, andevaluating information

Using information to solve problemsand create new ideas

Thinking creatively and critically

Reflecting on and evaluating mylearning

Using ICT to access, manage andshare knowledge

Key Skills

Can we adapt the Bridge21 Modelfor use in formal schooling?

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Assessment oflearning &

achievement

B21 LearningModel

Bridge21 SchoolTransformation

Programme

A 21st CenturySchool

The role of theteacher

Classroom &school design

Teacher &student

development &training needs

Assimilatingcontent/curriculum for

student-led learning Embedding key skillswithin subject content

Challanges

Worked with 8 schools in 2011-12

Impact on Key Skills

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Key Skill Sub-SkillMean

Difference SD t Alpha Effect SizeBeing Creative Exploring options & alternatives .27 .87 3.4 .001 .32

Implementing ideas & taking action .14 .56 2.9 .005 .26Learning creatively -.06 .48 -1.43 .154 .13

Working with Others Co-operating .22 1.10 2.16 .03 .23Contributing .04 .58 .67 .51 .06Learning with others .12 .93 1.4 .17 .15Using ICT to work with others .34 1.32 2.6 .01 .31

Managing informationand thinking

Gathering, recording, organising and evaluatinginformation

.12 .82 1.68 .10 .17

Using information to solve problems and createnew ideas

.11 .61 2.02 .05 .21

Thinking creatively and critically .12 .51 2.63 .01 .24Reflecting on and evaluating my learning .00 .57 .67 .94 .02

Johnston K., Murchan D., Conneely C., Tangney B. 2012

(n=134)

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Key Skills

19/9/2012 43

Being creative Working with others Managing information and thinking

Imagining

Exploring options and alternatives

Implementing ideas and taking action

Changing and taking risks

Learning creatively

Being creative through ICT

Relating effectively and resolvingconflict

Co-operating

Respecting difference

Contributing

Learning with others

Using ICT to work with others

Being curious

Gathering, recording, organising, andevaluating information

Using information to solve problemsand create new ideas

Thinking creatively and critically

Reflecting on and evaluating mylearning

Using ICT to access, manage andshare knowledge

Modest evidence of gain

No evidence of gain

4

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The MobiMathToolkit

(Tangney B., Weber S. , O'Hanlon P., Knowles D., Munnelly J., Salkham A., Watson R.,Jennings K, 2010)

The Pond Example

Exploring: problem solving; estimation;measurement; geometry & volumeStudents in year 1 secondary school

~ 12-13 years old

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How long would it take you to fill the pond in the local park withwater using only buckets filled from the tap in the school yard?

School Pond

Very nice pond!Irregular in shape and has little islands in it.

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Video Clip

The Bridge 21 model and (mobile) technologycan help us create learning experiences which

are...

An environment which is richin information

Performing authentic tasks inill-structured domains

Learning & problem solving inreal-life contexts

Learning through interactionswith others

An emphasis on learningrather than solutions

An emphasis on reflectivelearning

Problem based

Open ended

Contextualised

Team based

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Going forward

• Working with 12 schools in 2012-13– Working with 3 schools opening in 2014.

• Training for pupils• CPD for teachers• Co-operative planning with schools• Research Instruments

– Case studies of different schools– Skills instrument– Standardised tests

In Conclusion(Mobile) Technology EnhancedLearning in Secondary Schools?

• “The task is not tounderstand theworld but to change it.”Karl Marx

• We wish to help transformthe Irish Secondary Schoolsystem.