Herro / Arafeh / Ling Mobile Learning

1. Auflage 2018
ISBN: 978-1-64113-124-7
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 283 Seiten

There can be no doubt that mobile technologies are here to stay. Global mobile traffic grew 74 percent in 2015 alone, with 563 million devices and connections added -- most of them tablets and Smartphones. This growth has been 4000-fold in the past 10 years and 400 million-fold in the past 15 years (Cisco, 2016). Mobile technologies permeate the lives of 21st century citizens as mainstays of organizational and institutional day-to-day operations, commerce, and communication and as tools used to support individuals’ personal, social, and career responsibilities. In both the corporate and educational worlds, e- and m-learning and marketing with mobile technologies are moving forward at breakneck speed with, in many cases, a blurring of traditional sector boundaries.

As neither the technology nor the uses are static, exploring practices and policies that underpin this quickly shifting mobile technology context is crucial for ensuring its intelligent, purposeful, and equitable use. This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be. It assists researchers and educators to consider and answer questions such as: What is “mobile learning” today? How can mobiles be used to enable learning? How is mobile learning crossing or connecting economic, social, and/or cultural sectors? How do specific cultural practices with media influence mobile learning (e.g., youth practices, educator practices, parent practices, community practices)? What are policy and leadership implications in supporting mobile learning? What policies, practices, and/or pedagogical approaches are necessary to move forward with mobiles in schools or universities? In what ways is mobile learning impacting education; including how students learn and teachers teach? What will/ should/might mobile learning look like in the future?

Autoren/Hrsg.

Herro, Danielle

Arafeh, Sousan

Ling, Richard

Holden, Chris

Inhaltsverzeichnis

1;Front Cover;1
2;Mobile Learning;2
3;Perspectives on Practice and Policy;2
3.1;A Volume in Digital Media and Learning;2
3.2;Series Editors:;2
3.3;Rich Ling, Nanyang Technological University, Singapore Chris Holden, University of New Mexico;2
4;CONTENTS;6
4.1;PART I: POLICY CONTEXTS FOR MOBILE LEARNING;6
4.1.1;1. Tensions Between the Local in the Global: A Cosmopolitan View of Mobile Learning Initiatives;6
4.1.2;2. The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling;6
4.1.3;3. Mobile Learning Curricula: Policy and Potential;6
4.1.4;4. U.S. Tweens Talk About Mobile Phones: Dominant Discourses, Danger, and the Importance of Information Seeking;6
4.2;PART II: CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING;6
4.2.1;5. STEMlandia: Using Mobile Technology to Get ’Em Outside;6
4.2.2;6. Community Inquiry With Mobile Asset Mapping;7
4.2.3;7. We Got This: Toward a Facilitator-Youth “Apprenticeship” Approach to Supporting Collaboration and Design Challenges in Youth-Designed Mobile Location-Based Games;7
4.2.4;8. Augmenting National Historical Parks: A Pilot Study for Harpers Ferry;7
4.3;PART III: MOBILE LEARNING IN PRE-K–12 EDUCATIONAL SETTINGS;7
4.3.1;9. Piecing the Puzzle Together: Building a Dialogue for Engaging Multiple Disciplines in Inquiry-Based Mobile Learning Through Professional Development;7
4.3.2;10. Digital Leadership in Rural Middle School: Preparing Effective 21st Century Digital Citizens Via a Mobile Learning Curriculum;7
4.3.3;11. BYOD in the Art Classroom: A Framework for Studio Learning;7
4.3.4;12. Your iPhone Cannot Escape History, and Neither Can You: Self-Reflexive Design for a Mobile History Learning Game;7
4.4;Digital Media and Learning;3
4.5;Mobile Learning;4
4.6;Perspectives on Practice and Policy;4
4.6.1;Edited by;4
4.6.2;Danielle Herro Clemson University;4
4.6.3;Sousan Arafeh Southern Connecticut State University;4
4.6.4;Richard Ling Nanyang Technological University;4
4.6.5;and;4
4.6.6;Chris Holden University of New Mexico;4
4.6.6.1;Information Age Publishing, Inc.;4
4.6.6.2;Charlotte, North Carolina • www.infoagepub.com;4
4.6.6.3;Foreword;8
4.6.6.3.1;John Traxler;8
4.6.6.3.2;Professor of Digital Learning, Institute of Education, University of Wolverhampton;8
4.6.6.4;Preface;14
4.7;PART I;20
4.7.1;POLICY CONTEXTS FOR MOBILE LEARNING;20
4.8;CHAPTER 1;22
4.8.1;Tensions Between the Local in the Global;22
4.8.1.1;Judith Dunkerly-Bean and Helen Crompton;22
4.8.1.2;Old Dominion University;22
4.8.1.3;Char Moffit;22
4.8.1.4;California State University, Chico;22
4.8.1.4.1;UNESCO;24
4.8.1.4.2;USAID;24
4.8.1.4.3;The World Bank;24
4.8.1.5;Theoretical Framework;25
4.8.1.6;Method of Review;26
4.8.1.6.1;Overview of Mobile Learning;26
4.8.1.6.2;Early Childhood Education;27
4.8.1.6.3;Mobile Learning for Literacy;30
4.8.1.6.4;Teacher Education and Professional Development;33
4.8.1.7;Conclusion;36
4.8.1.8;References;38
4.9;CHAPTER 2;42
4.9.1;The Role of Leadership and Professional Development to Overcoming Barriers to Mobile Learning in Formal Schooling;42
4.9.1.1;Liz Kolb;42
4.9.1.2;University of Michigan;42
4.9.1.3;A Focus on North American and European School Systems;43
4.9.1.4;Common Approaches Mobile Learning Defined;45
4.9.1.5;VISIONARY LEADERSHIP;48
4.9.1.6;PROFESSIONAL DEVELOPMENT;49
4.9.1.7;DEVICE POLICY;51
4.9.1.8;DIGITAL INFRASTRUCTURE;52
4.9.1.9;COMMUNITY PARTNERSHIP AND CONSIDERATIONS FOR EQUITY;52
4.9.1.10;Digital Citizenship, Cybersafety, and Etiquette for Students;54
4.9.1.11;Responsible Use Policies and Student Data Privacy;54
4.9.1.12;Mobile Program Assessment;55
4.9.1.13;Discussion and Recommendations;56
4.9.1.14;NOTES;57
4.9.1.15;References;57
4.9.2;Table 2.1. The Benefits and Drawbacks of Different Mobile Learning Approaches;46
4.9.3;Table 2.1. (Continued);47
4.10;CHAPTER 3;64
4.10.1;Mobile Learning Curricula;64
4.10.1.1;David Parsons;64
4.10.1.2;The Mind Lab by Unitec;64
4.10.1.3;Kathryn MacCallum;64
4.10.1.4;School of Computing, Eastern Institute of Technology;64
4.10.1.5;The Mobile Digital Classroom;65
4.10.1.5.1;Defining the Role of Mobility Within Education;66
4.10.1.5.2;Exploring Mobile Learning Affordances;67
4.10.1.6;Digital Proficiency, Digital Literacy, Digital Fluency;68
4.10.1.6.1;Mobile Digital Fluency;70
4.10.1.7;Exploring the Digital Curriculum;70
4.10.1.8;Mobile Technology Within the Curriculum;72
4.10.1.8.1;The Challenges of Developing a Mobile Curriculum;75
4.10.1.9;A Mobile Learning Curriculum Structure;77
4.10.1.9.1;Figure 3. 1. The Ziggurat of mobile learning: A proposed mobile learning curriculum structure.;78
4.10.1.10;Summary and Conclusions;79
4.10.1.11;References;80
4.11;CHAPTER 4;84
4.11.1;U.S. Urban Tweens Talk About Mobile Phones;84
4.11.1.1;Sousan Arafeh, Michael Kuszpa, Meghan Weller, and Thomas Mitchell;84
4.11.1.2;Southern Connecticut State University;84
4.11.1.3;Introduction;84
4.11.1.4;The Case and Context for Studying the Mobile Learning of Urban Tweens;86
4.11.1.4.1;What Is Mobile Learning?;86
4.11.1.4.2;“Tweens” in the Middle Grades;87
4.11.1.4.3;Research on Mobile Phones and Youth;88
4.11.1.4.4;Research on Mobile Phones and Urban Youth;89
4.11.1.5;Study Approach and Methods;91
4.11.2;Table 4.1. Selected Demographics of Participating Schools;92
4.11.3;Table 4.2. Demographics of Student Focus Group Participants;92
4.11.3.1;Findings;93
4.11.3.1.1;Findings From the Focus Groups;93
4.11.3.1.2;Urban Tweens Report That the “Digital Disconnect” Persists: Urban Youth Do Not Use Mobile Phones For Learning at School;93
4.11.3.1.3;Urban Tweens Displayed Luke-Warm Interest in Social/ Recreational Mobile Phone Behavior and Prioritized Entertainment, Kin-Keeping, and Emergency Use;94
4.11.3.1.4;Urban Tweens Reported Instrumental Information Seeking as the Primary Component of Their Mobile-Phone-Facilitated Learning;94
4.11.3.1.5;Urban Tweens Seemed to Prefer Video, Not Text, as Their Mobile Phone Information Source for Learning About Content and Processes;96
4.11.3.1.6;Certain Male Tweens Reported Using Their Mobile Phones to Seek Information About Troubling or Dangerous Matters (i.e., Guns, Prison, Dark Web);97
4.11.3.1.6.1;Findings From the Literature Analysis;99
4.11.3.1.6.2;The Structuring Impact of Dominant Discourses of Youth and Digital Technology;100
4.11.3.1.7;The Discourse Of Counting and Categorization;100
4.11.3.1.8;The Discourse of Game-Based Learning;101
4.11.3.1.9;The Discourse of Technology Practices and Learning In Youth Culture;102
4.11.3.1.10;The Disconnected Discourse of Technology-Based Learning for Education;102
4.11.3.1.11;The Discourse of Mobile Phones and Teen Deviance;103
4.11.3.1.12;Notably Absent: A Discourse on Information Seeking;103
4.11.3.1.12.1;Information Seeking;103
4.11.3.2;Discussion and Conclusion;104
4.11.3.3;Acknowledgments;107
4.11.3.4;Notes;107
4.11.3.5;References;107
4.11.4;PART II;112
4.11.4.1;CONNECTING HISTORY AND COMMUNITY: LOCATION-BASED MOBILE LEARNING;112
4.12;CHAPTER 5;114
4.12.1;STEMlandia;114
4.12.1.1;James L. Larsen Jodi Asbell-Clarke Barbara MacEachern Elizabeth Rowe;114
4.12.1.2;Educational Gaming Environments (EdGE) at TERC;114
4.12.1.3;Theoretical and Practical Grounding for Digital Outdoor Learning Adventures;115
4.12.1.3.1;Reconnecting With the Natural World;115
4.12.1.3.2;Leveraging Mobile Technologies;116
4.12.1.3.3;Pokémon Go: A Game for the Hybrid Mind Generation;118
4.12.1.4;STEMLANDIA: OUTDOOR DIGITAL ADVENTURES;119
4.12.1.5;Building STEMcaches: Nature’s Apprentice;121
4.12.1.5.1;Design and Implementation of Nature’s Apprentice;121
4.12.1.5.2;Identify a Connection;122
4.12.1.5.3;Identify Desired Results;123
4.12.1.6;Research on Nature’s Apprentice;124
4.12.1.6.1;1. What drew participants to the Nature’s Apprentice experience?;124
4.12.1.6.2;2. How did participants make use of the Nature’s Apprentice tools and resources?;124
4.12.1.6.3;3. What did participants find worthwhile in the Nature’s Apprentice experience? What did they find challenging or frustrating?;124
4.12.1.6.4;4. How likely are they to participate again? Encourage others to participate? Why?;124
4.12.1.6.5;Sample and Data Sources;124
4.12.1.6.6;Research Question 1: What Drew Participants to the Nature’s Apprentice experience?;125
4.12.1.6.7;Research Question 2: How Did Participants Make Use of the Nature’s Apprentice Tools and Resources?;126
4.12.2;Table 5.1. Number of Participants Finding Each STEMcache in Nature’s Apprentice;126
4.12.2.1;Research Question 3: What Did Participants Find Worthwhile in the Nature’s Apprentice Experience? What Did They Find Challenging or Frustrating?;127
4.12.2.2;Research Question 4: How Likely Are They to Participate Again? Encourage Others to Participate? Why?;128
4.12.2.3;Next Steps: Build Your Own STEMcaches;128
4.12.2.3.1;1. Experience a STEMlandia Story—Working with local educators, create two or three STEMcache adventures for their learners to experience. Once created, these will be used to introduce learners to the concept of a STEMlandia Story. The STEMcache adv...;130
4.12.2.3.2;2. Create a Community Asset Map—Working with educators and their students, explore the local community and construct a map of resources (people, places, and things) that will help in the design process and creation of relevant STEMlandia Stories.;130
4.12.2.3.3;3. Define Potential Stories and STEMcache Locations—Support educators and learners in using the Community Asset Map to focus on stories and locations of interest that can define the STEMcaches. For example, one school in the Southwest we are lookin...;130
4.12.2.3.4;4. Storyboard a Narrative and STEMcaches—After deciding on a narrative and potential STEMcache locations, learners will create a paper version to test using an iterative design process. This will allow learners to focus on content rather than getti...;130
4.12.2.3.5;5. Create STEMlandia Story Assets—Once the narrative, locations, and STEMcaches are defined, paper tested, and approved, learners will create the physical and digital assets that comprise the mobile adventure. This will include a physical STEMcache...;130
4.12.2.3.6;6. Create Mobile STEMlandia Story (or Stories) for Testing—Using the appropriate authoring tool, a digital version to release to the intended audience will be created, tested and finalized for launch.;130
4.12.2.3.7;7. Revise and Define a Launch Event—A target launch date for the mobile learning experience will then be set based on the needs of the project. If it is only meant to be shared with a specific school community, the launch might be tied to a schoolw...;131
4.12.2.3.8;8. Launch STEMlandia Story—Release the STEMlandia mobile experience to the target audience on the launch date and pay particular attention to how best to support and maintain the adventure for its duration. Initially, all adventures are meant to be...;131
4.12.2.3.9;9. Reflection and Long-Term strategies—Once an adventure has been completed, it might be archived, improved upon, or extended depending on feedback from the community and local needs.;131
4.12.2.4;Discussion;131
4.12.2.4.1;Studying How People Learn in Digital Outdoor Experiences;131
4.12.2.5;Author Note;133
4.12.2.6;References;133
4.12.2.6.1;Figure 6. 3. Map detail of Adam’s daily rounds.;149
4.13;CHAPTER 6;138
4.13.1;Community Inquiry With Mobile Asset Mapping;138
4.13.1.1;Ryan M. Rish;138
4.13.1.2;University at Buffalo (SUNY);138
4.13.1.3;Aijuan Cun;138
4.13.1.4;University at Buffalo (SUNY);138
4.13.1.5;Abigail Gloss;138
4.13.1.6;State University of New York at Fredonia;138
4.13.1.7;Merve Pamuk;138
4.13.1.8;University at Buffalo (SUNY);138
4.13.1.9;Community Inquiry;139
4.13.1.9.1;Inquiry Cycle;140
4.13.1.10;Community Context;141
4.13.1.10.1;Adam’s Mobility;142
4.13.2;Table 6.1. Demographic Data;143
4.13.2.1;Mobile Asset Mapping;144
4.13.2.1.1;Mobile Tools;144
4.13.2.2;Orienting Adam to the Mobile Devices;145
4.13.2.3;Adam’s Inquiry Project;146
4.13.2.3.1;Ask: Identifying the Sports Opportunities;147
4.13.3;Table 6.2. Daily Rounds Data Form Design;148
4.13.3.1;Investigate: Collecting Data About the Sports Opportunities;149
4.13.3.2;Create: Making a Story Map;152
4.13.3.3;Discuss: Shaping the Community Inquiry;154
4.13.3.4;Reflect: Considering the Significance;155
4.13.3.5;Discussion;156
4.13.3.6;Implications;158
4.13.3.7;References;159
4.13.3.7.1;Figure 6. 1. The community inquiry cycle.;141
4.13.3.7.2;Figure 6. 2. Adam’s hand-drawn map of Orchard Park.;147
4.13.3.7.3;Figure 6. 5. Adam’s Story Map using the spyglass template.;153
4.13.4;Table 6.3. Sports Opportunities Data Form Design;150
4.13.4.1;Figure 6. 4. Adam using the Collector app outside his high school.;152
4.14;CHAPTER 7;162
4.14.1;We Got This;162
4.14.1.1;Sara Vogel;162
4.14.1.2;The Graduate Center of the City University of New York;162
4.14.1.3;Judy Perry;162
4.14.1.4;Massachusetts Institute of Technology;162
4.14.1.5;WHAT SKILLS CAN LBAR GAME DESIGNERS GAIN?;164
4.14.1.6;WHAT CHALLENGES DO LBAR GAME MAKERS FACE?;165
4.14.1.6.1;Challenges Stemming From the Novelty and Complexity of the LBAR Design Process;165
4.14.1.6.2;Challenges Arising From the Collaborative Nature of the Project;166
4.14.1.7;Our Context;166
4.14.2;Table 7.1. Summary Description of Youth Game Design Program Sites Included in the Study;168
4.14.2.1;CONDUCTING OUR RESEARCH;168
4.14.2.2;IMPROVING PROGRAM DESIGN ACROSS ITERATIONS;171
4.14.2.2.1;Figure 7. 1. Screenshots of the introduction (left) and a nonplayer character (NPC) (right) in “Paths of the Forgotten: Ghosts of Hunts Point.” This location- based mobile game was produced by youth as part of a summer program at a community cent...;172
4.14.2.2.2;Brainstorming, Evaluating, and Selecting Ideas for the Game;173
4.14.2.2.3;Iteration 1—Spring Approach: Unwittingly Fostering Competition;173
4.14.2.2.4;Iteration 2—Summer Approach: Structuring Compromises;175
4.14.2.2.4.1;Figure 7. 2. Youth in a summer implementation evaluate the pros/cons of a potential game location during a group brainstorm at the museum. Ideas are voiced, included, and synthesized from a range of participants.;176
4.14.2.2.4.2;Figure 7. 3. One of many pages of ideas generated by youth during a summer implementation at a community center. Participants brainstormed numerous preliminary ideas for a potential mobile game, enabling a wide number of voices to contribute ideas.;178
4.14.2.2.4.3;Figure 7. 4. Facilitators organized youth ideas into relevant categories and created structures for youth to “vote” for components of a mobile game design which they liked, allowing ideas from multiple youth designers to potentially combine into ...;178
4.14.2.2.4.4;Designing the First Paper Prototype to Test the Game Concept;179
4.14.2.2.5;Iteration 1—Spring Approach: A Shaky Foundation;180
4.14.2.2.6;Iteration 2—Summer Approach: Fast-Tracking Youth Over the Synthesis Hurdle, Transparently;181
4.14.2.2.6.1;Figure 7. 5. A proposal for a mobile game structure consisting of youth’s ideas, as synthesized by facilitators.;182
4.14.2.3;Discussion;183
4.14.2.3.1;Figure 7. 6. A model of increasing levels of potential adult/facilitator support, from least (left) to most (right) supporting collaborative youth creation of LBAR games.;184
4.14.2.4;ACKNOWLEDGMENTS;185
4.14.2.5;NOTE;185
4.14.2.6;REFERENCES;185
4.15;CHAPTER 8;188
4.15.1;Augmenting National Historical Parks;188
4.15.1.1;Laura A. Gillespie;188
4.15.1.2;University of Baltimore;188
4.15.1.3;Frameworks Informing Game Design and Game Play;190
4.15.1.3.1;History Education;190
4.15.1.3.2;Broader Learning Theories;191
4.15.1.3.3;Constructivism and Communities of Practice;191
4.15.1.3.4;Situated Cognition;191
4.15.1.3.4.1;AR Games for Historical Sites;192
4.15.1.3.4.2;Immersion and Engagement;193
4.15.1.4;CONCEPTUAL FRAMEWORK;193
4.15.1.4.1;Figure 8. 1. Conceptual framework.;194
4.15.1.4.2;Designing Insurrection;195
4.15.1.4.3;Design Framework;196
4.15.1.4.3.1;Figure 8. 2. Augmented reality on the virtuality continuum.;197
4.15.1.4.4;Building the Game;198
4.15.1.4.4.1;Figure 8. 4. Screenshots from Insurrection.;200
4.15.1.4.5;Methodology;201
4.15.1.5;CONCLUDING THOUGHTS;203
4.15.1.6;REFERENCES;204
4.15.2;PART III;208
4.15.2.1;MOBILE LEARNING IN PRE-K–12 EDUCATIONAL SETTINGS;208
4.16;CHAPTER 9;210
4.16.1;Piecing the Puzzle Together;210
4.16.1.1;Cynthia C. Minchew Deaton and Sandra M. Linder;210
4.16.1.2;Clemson University;210
4.16.1.3;Benjamin E. Deaton;210
4.16.1.4;Anderson University;210
4.16.1.5;Integrated Approach to Mobile Learning Professional Development;211
4.16.1.6;DESIGNING AND IMPLEMENTATION OF AN INTEGRATED PROFESSIONAL DEVELOPMENT;212
4.16.1.7;EXAMINING OUR INTEGRATED MODEL OF PROFESSIONAL DEVELOPMENT;215
4.16.1.7.1;Methods;216
4.16.1.7.2;Participants;216
4.16.2;Table 9.1. Participants;217
4.16.2.1;Data Collection;216
4.16.2.1.1;1. Technology Knowledge: TK (Items 1–6);;217
4.16.2.1.2;2. Content Knowledge: CK (mathematics, social studies, science, and literacy) (Items 7–18);;217
4.16.2.1.3;3. Pedagogical Knowledge: PK (19–25);;217
4.16.2.1.4;4. Pedagogical Content Knowledge: PCK (Items 26–29);;217
4.16.2.1.5;5. Technological Content Knowledge: TCK (Items 30–33);;217
4.16.2.1.6;6. Technological Pedagogical Knowledge: TPK (Items 34–42); and;217
4.16.2.1.7;7. Technology Pedagogy and Content Knowledge: TPACK (Items 43–46).;217
4.16.2.2;Data Analysis;219
4.16.2.3;Findings;219
4.16.2.4;Nature of CML Participants’ Self-Efficacy for Integrating;219
4.16.3;Table 9.2. Mean Construct Scores;220
4.16.3.1;Effective Mobile Learning Integration;221
4.16.3.2;Issues With Implementation of Mobile Learning;223
4.16.3.3;MAKING A CASE FOR INTEGRATING MOBILE LEARNING WITH AN INQUIRY-BASED APPROACH;224
4.16.3.4;CONCLUSION AND IMPLICATIONS;225
4.16.3.5;Acknowledgment;226
4.16.3.6;References;226
4.17;CHAPTER 10;230
4.17.1;Digital Leadership in Rural Middle School;230
4.17.1.1;Jennifer L. Motter;230
4.17.1.2;Forest Hills Junior-Senior High School, Sidman, PA;230
4.17.1.3;BRIDGING THE DIGITAL GAP: PROVIDING MOBILE TECHNOLOGIES TO RURAL MIDDLE SCHOOL STUDENTS;232
4.17.1.4;EMBRACING PROGRESSIVE MOBILE TECHNOLOGIES IN PRE-K–12;234
4.17.1.5;Mobile Technology Course Development;234
4.17.1.5.1;Curriculum Mapping for Mobile Learning;235
4.17.1.5.2;Mobile Learning Curriculum: Devices and Content;235
4.17.1.6;IMPLICATIONS FOR MOBILE TECHNOLOGY IMPLEMENTATION;237
4.17.1.6.1;Mobile 3D Design and Printing;238
4.17.1.7;Supporting Student Learning: Potential of Mobile Technologies;239
4.17.1.7.1;Student Perspectives on Mobile Learning;239
4.17.1.7.1.1;Figure 10. 1. Student perspectives on Mobile Technology. This figure represents students’ end of the school year perspectives on their learning experiences in Mobile Technology.;240
4.17.1.7.1.2;Figure 10. 3. Student confidence Using Google Classroom. This figure represents students’ comfort- and confidence-level using Google Classroom at the end of the school year.;241
4.17.1.7.1.3;Figure 10. 4. Student app usage at home. This figure represents student usage of apps covered in the classroom at home.;242
4.17.1.8;CHALLENGES OF USING MOBILE TECHNOLOGIES AS INSTRUCTIONAL TOOLS;243
4.17.1.8.1;Access and Experience;243
4.17.1.8.2;Time;243
4.17.1.8.3;Anonymity;244
4.17.1.9;CALL FOR FUTURE DIGITAL LEADERSHIP AND PRACTICE IN PRE-K–12;244
4.17.1.10;References;245
4.18;CHAPTER 11;250
4.18.1;BYOD in the Art Classroom;250
4.18.1.1;Aysenur Ozyer;250
4.18.1.2;University of Colorado Denver;250
4.18.1.3;Kyle Roberts;250
4.18.1.4;Cherry Creek School District, Castle Rock, CO;250
4.18.1.5;Brent G. Wilson;250
4.18.1.6;University of Colorado Denver;250
4.18.1.7;Mobile Learning and Bring-Your-Own-Device Flexibility;251
4.18.1.8;ACTIVE LEARNING;252
4.18.1.9;FLIPPED LEARNING;253
4.18.1.10;ART STUDIO: A FRAMEWORK;253
4.18.1.11;MR. ROBERTS’ ART CLASSROOM;254
4.18.1.11.1;The Learning Studio;255
4.18.2;Table 11.1. Student Learning Activities Linked to Goals and Tools;256
4.18.2.1;Figure 11. 1. Mr. Roberts’s sketch depicting his art classroom and student learning.;257
4.18.2.2;Everyday Activities;258
4.18.2.3;Learning and Teaching Benefits;259
4.18.2.4;Other Classes;260
4.18.2.5;IMPLICATIONS;262
4.18.2.6;Concluding Thoughts;263
4.18.2.7;References;263
4.19;CHAPTER 12;266
4.19.1;Your iPhone Cannot Escape History, and Neither Can You;266
4.19.1.1;Owen Gottlieb;266
4.19.1.2;Rochester Institute of Technology;266
4.19.1.3;GAME DESIGN FOR RESEARCH AND LEARNING;267
4.19.1.3.1;Self-Reflexivity as a Means of Tying the Past to the Immediate Present;268
4.19.1.3.2;History: Preparing Engaged Citizens With Enduring Themes;269
4.19.1.3.3;Self-Reflexivity, Political and Civic Engagement, and Design Choices;272
4.19.1.4;SELF-REFLEXIVE DESIGN IN THE FIELD: JEWISH TIME JUMP: NEW YORK;273
4.19.1.4.1;Initial Design Drawn From Theory;273
4.19.1.4.2;Learning From Implementation Challenges;275
4.19.1.4.3;Beyond Iterative Game Design and Into Curriculum;277
4.19.1.5;CONCLUSIONS;278
4.19.1.6;NOTES;280
4.19.1.7;References;281
4.19.2;About the Contributors;284
4.19.2.1;ABOUT THE EDITORS;284
4.19.2.2;about the authors;285
4.20;About the Contributors;284
4.21;Back Cover;292