Volume 10 – Number 2 – November 2010

Journal of the Middle Years of Schooling Association

Supported by the New Zealand Association of Intermediate and Middle Schooling
 Non-refereed
Exploiting hand-held
devices for e-learning
Students’ new mode of learning—teachers’ new mode of thinking
The availability of Information and
Communication Technology as a
learning platform and devices to
accommodate this learning have
dramatically increased over the past
decade. More educational bodies
are beginning to understand their
potential role and value. Students
too, understand that learning can
extend beyond the school environment
and can now occur in ways other
than through traditional methods of
instruction. As most students have
internet access and their families own
a growing number of computing
or technological learning devices, a
student’s average learning day does not
start and end within the confines of the
school. This influences the social lives
of young adolescents as well as their
modes of learning to such an extent
that we, as teachers, cannot ignore the
impact of the technologies and their
possibilities as a learning tool.
A recent survey from the Australian
Bureau of Statistics (2009) showed
that 79 per cent of children regularly
used the internet. An interesting
finding of this study was that students
most often used the internet at home,
not at school. Also, 85 per cent of
the internet use of the two million
children accessing it from home was on
educational activities and educational
games or software (either as a conscious
24 Middle Years of Schooling Association
Leigh Williams
decision and/or because they did not
realise they were using educational
software).
Those working in a school
environment should be capitalising
on this internet use and its potential
to enhance learning in the classroom.
To meet middle years students’
motivational needs, educators need
to provide learning experiences for
them in a context that is relevant to
them. Discarding the ‘other’ hours of
the day when they are not at school
as non-teaching and learning time
is certainly an out-dated concept.
Homework, in its traditional form (still
practised in many schools), usually
involves pen-and-paper methods of
reciting rules and answering revision
questions. However, outside school
hours, students are constantly using
various tools and methods for new
learning experiences because they are
interested in and engaged with the
content and/or the tool they are using.
They want and need access to learning
stimuli in these hours, and teachers can
help provide this in fast and efficient
ways that will benefit students’ learning
experiences in the classroom.
As an example of this type of
‘anywhere’ learning, Professor Sandra
Wills (2001), from the University of
Wollongong, makes multiple references
to the use of portable handheld
devices as a future way of learning
that will enhance students’ learning
experiences and be cost effective for
schools and businesses. The University
of Wollongong is renowned as a
leader in digital learning and flexible
learning environments. They have
converted many of their learning spaces
to interactive digital rooms, and use
handheld devices as learning platforms
for university students to access and
interact with each other and the
university. They have capitalised on the
successes of social networking sites and
created online learning spaces for access
anytime, anywhere.
…mobile technologies are
converging…the future
is wireless, mobile and
handheld but, most of
all, flexible (Wills, 2001).
With their decreasing size and
increasing power, technological
devices now provide a great
mechanism for learning that
school students can take
anywhere and use anytime.
A multiple school initiative
managed by Independent
Schools Queensland (ISQ)
and Learnosity provides a
mobile learning program
for middle years English as
a Second Language (ESL)
learners. The program is still
in its trial period; however its success
thus far has been notable. Briefly, it is
available on a website that teachers and
students can access using private logins.
Teachers can set speaking and listening
tasks for their students and also mark
and report on submitted work. The
main difference between this and other
web-based programs is the tool used
to upload tasks to students — the
website is synced to ipod touch devices
through a downloaded application.
Using the handheld device, students
can listen to the task, orally respond to
questions and sync their device back
to the website. They can also practise
their speech and instantly listen to
their recording before submitting their
response. Marks and comments they
have received for previous work are also
synced to their device. With this type
of program, ESL learners now have 24-
hour access to help for improving their
speaking and listening; furthermore,
as the device is portable, this access is
possible wherever they are throughout
the day.
This far into the program, major
benefits have already been uncovered.
Not only have student retention rates
dramatically increased, but the students
are engaged and keen to use the devices
as much as possible even outside
school hours. Teachers have noticed
that students are giving each other
more feedback on how they sound
when answering questions or repeating
statements, and are constantly engaged
in the classroom
where they
can peer evaluate. Confidence levels
have also increased, and teachers are
finding that other students who see the
success and the motivation levels of the
ESL students are also trying to enrol in
their subjects.
The ipod trial has certainly put ESL on
the map in the junior school. ESL is now
considered to be ‘very cool’ and I have
had so many English speaking students
come up to me and ask if they could
join ESL … it has been a great learning
experience for the students on so many
levels. The parents are also very happy for
the extra support and experience. (Aimee)
At the conclusion of the trial period,
ISQ will be able to provide more
Volume 10 – Number 2 – November 2010 – www.mysa.org.au
Non-refereed
comprehensive findings on the
program, however initial feedback is
that it has been a great success with
most trial schools wanting to expand
and look at future avenues for this type
of technological learning tool.
The success of any learning program
will always depend on the dedication
and passion of teachers as well as the
motivation and interest of students.
Giving students portable and easily
accessible devices is giving them more
than just revision questions to attempt
at home — it is giving them a tool to
learn and think in a medium that is
interesting and relevant to them. In the
trial schools, educators are embracing
this technology, instead of banning
it, and are changing the traditional
mindset of when, where
and how learning
occurs. They are starting
to focus on the needs
and patterns of today’s
learners. This tool
increases the time
available for learning,
and gives students
a more personal
experience, with access
when they want it.
Mobile devices similar
to these can be the
new mode of student
learning only when
teachers and schools
are willing to redirect their
thinking and exploit current
technologies.
References
Australian Bureau of Statistics (2009).
Household use of information technology
Australia, 2008–2009. Accessed 6 July
2010, <http://abs.gov.au/ausstats/abs>
Wills, S (2001). Wireless, mobile and
handheld: where are our teachers and
students going with their computers?
Presented at Educause Conference, Gold
Coast, 21 May 2001.
About the author:
Leigh Williams is Program Officer:
National Partnerships. Independent
Schools Queensland.
lwilliams@aisq.qld.edu.au
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