Psychological Basis of Mobile Learning and Activity Based Approach

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Dr Kalpana Dixit Principal, VNS College Of Education , Neelbud Bhopal E-Mail: Kalpana Dixit @hotmail.com

Psychological Basis of Mobile Learning and Activity Based Approach

Abstract:

Mobile technologies are a familiar part of the lives of most teachers and students In the world today. At the present time, however, the models for using and developing mobile applications for learning are somewhat lacking. It moves away from the dominant view of mobile learning as an isolated activity to explore mobile learning as a rich, collaborative and conversational experience, whether in classrooms, homes or the streets of a city. It asks how we might draw on existing theories of learning to help us evaluate the most relevant applications of mobile technologies in education. With respect to technologies, ‘mobile’ generally means portable and personal, like a mobile phone. Many examples of learning with mobile technologies fit into this description. Personal digital assistants and mobile phones are the most commonly used technologies for mobile learning, but they exist within the larger space of possible mobile technologies that can be broadly categorized on the two dimensions of personal vs. shared and portable vs. static. Most previous reviews of mobile technologies and learning have been concerned with the use of these technologies to address specific curriculum areas. Learning and teaching with mobile technologies is beginning to make a breakthrough from small-scale pilots to institution-wide implementations. Much of the research into the use of mobile technologies for learning is driven by the technical capabilities of new devices. of mobile devices (PDAs in this case) that produce unique educational affordances We have structured the classification of activities around the main theories and areas of learning relevant to learning with mobile technologies. These are Behaviorist – activities that promote learning as a change in observable actions. Situated – activities that promote learning within an authentic context and culture Collaborative – activities that promote learning through social interaction The technology provides a shared conversational learning space, which can be used not only for single learners but for groups of learners Mobile devices can support MCSCL by Hand-holds support MCSCL activities by directly addressing usability Various costs must be considered when implementing mobile learning. becomes increasingly competitive, institutions can offer mobile learning opportunities as a competitive edge over other institutions. Assign the necessary roles for initiating and thereafter supporting mobile learning. Consider the use of mobile technologies for student administration tasks. Consider the use of mobile technologies to support collaborative and group learning. Mobile technologies are becoming more embedded, ubiquitous and networked, technologies to transform learning into a seamless part of daily life to the point textual information. rich information spaces. developers in exploiting the unique capabilities and characteristics of mobile technologies to enable new and engaging forms of learning. This review explores the use of these mobile technologies for learning, considered against a backdrop of existing learning to identify the different types of mobile technologies that are applicable to learning to explore new and emerging practices relating to the use of mobile technologies for learning .

Dr Kalpana Dixit Principal, VNS College Of Education , Neelbud Bhopal E-Mail: Kalpana Dixit @hotmail.com

Psychological Basis of Mobile Learning and Activity Based Approach

Introduction
Mobile technologies are a familiar part of the lives of most teachers and students In the world today. We take it for granted that we can talk to other people at any time, from wherever we may be; we are beginning to see it as normal that we can access information, take photographs, record our...
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