Psychological Basis of Mobile Learning and Activity Based Approach
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.
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.