mobile learning: what works well and why
DESCRIPTION
An investigation on the hype of mobile learning.TRANSCRIPT
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Mobile learning:what works well and why
Francesc PedróTeacher Development and Education Policies
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1980s 1990s
1900s
1920
1890
1928 1930s
1940s 1950s (miitjans)
1960s (mitjans)
1931
2012
1945¿?
Freq
üènc
ia d
’ùs
1978
1900 1950 20001925 1975
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Why mobile learning?
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Ubiquitous and powerful
mobile devices
Expanding applicability for teaching and learning
Potential to benefit learners
everywhere
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How the demand for skills has changedEconomy-wide measures of routine and non-routine task input (US)
1960 1970 1980 1990 200240
45
50
55
60
65 Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Levy and Murnane)
Mean t
ask
inp
ut
as
perc
en
tile
s of
the 1
960
task
dis
trib
uti
on
The dilemma of schools:The skills that are easiest to teach and test are also the ones that are easiest to digitise, automate and outsource
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Where are we?
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Where are we? Improved
access BYOT vs.
public investments
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Where are we?Limited intensity and variety of uses in the classroom
Science(weekly usage)
Foreign language(weekly usage)
OECD average Sweden Denmark Korea0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
No time 0-30 mins 30-60 mins 60 mins or more
OECD average Sweden Denmark Korea0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
No time 0-30 mins 30-60 mins 60 mins or more
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Where are we?Limited intensity and variety of uses in the classroom
Browse the In-ternet for
schoolwork
Use school com-puters for group work and com-
munication with other students
Use e-mail at school
Doing individual homework on a school computer
Chat on line at school
Download, up-load or browse material from the school's
website
Practice and drilling, such as for foreign lan-guage learning or mathematics
Play simulations at school
Post work on the school's website
OCDE average 39 22 19 18 15 15 14 10 9
5
15
25
35
45
55
65
75
85
95
Perc
enta
ge o
f stu
dent
s
Percentage of students declaring at least a weekly usage, PISA 2009
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Where are we?But not at home!
Doing homework on the computer
Browse the Internet for schoolwork
Use e-mail for communi-cation with other students
about schoolwork
Download, upload or browse material from the
school's website
Check the school's web-site for announcements
Use e-mail for communi-cation with teachers and submission of homework
or other schoolwork
OCDE average 50 46 34 23 21 14
5
15
25
35
45
55
65
75
85
95
Perc
enta
ge o
f stu
dent
s
Percentage of students declaring at least a weekly usage, PISA 2009
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How to explain it? Perception of usability:
Can I use it? Perception of usefulness:
is it worth the effort?
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What works?
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1. Engagement
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2. Convenience
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3. Productivity
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3. Productividad
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It’s not the technology!
Educational needsPedagogic solution
Affordable and sustainable
It’s the pedagogy!
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Making change happen
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How to move forward? Realism: “a teacher like me” approach More than even, we need an efficiency-
driven approach: Are students going to learn more, better,
differently?– From data transparency to data-driven instruction
Am I going to become more efficient?– Teacher and student perspectives
Policy focus has to shift to assess, suport and reward teaching
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Teachers still need support
Teaching special learn-
ing needs students
ICT teaching skills
Student dis-cipline and behaviour problems
Instructional practices
Subject field Student counselling
Content and performance
standards
Student assess-
ment prac-tices
Teaching in a multicultural
setting
Classroom management
School man-agement and
administration
0
10
20
30
40
50
60
70TALIS Average
Areas are ranked in descending order of the international average where teachers report a high level of need for development. Source: OECD. 2009
%
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But they hardly get any feedbackIta
ly
Spai
n
Port
ugal
Irela
nd
Braz
il
Icel
and
Nor
way
Aust
ria
Aust
ralia
Belg
ium
(Fl.)
Mal
ta
Turk
ey
Mex
ico
Den
mar
k
Pola
nd
Kore
a
Slov
enia
Hun
gary
Esto
nia
Slov
ak R
epub
lic
Lith
uani
a
Mal
aysi
a
Bulg
aria
0
10
20
30
40
50
60
No appraisal or feedback No school evaluation%
Countries are ranked in descending order of the percentage of teachers who have received no appraisal or feedback.Source: OECD. Table 5.1 and 5.3
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Making change happen
Weak support & no incentives
Strong support + incentives
Low pressure:no assessment
High pressure:
assessment
Good results
Systemic innovation
Poor results
Idiosyncratic innovations
Conflict & demoralisation
Fake use
Poor results
No use
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Summing up We need more and better uses of technology
in school education… But only efficient solutions have a chance to
scale up! What happens with technology is just an
indication of how badly school systems manage educational change
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No new kid in the block, but a more balanced learning ecosystem
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Many thanks
Available at: /francescpedro
More at: @FrancescPedroED /francesc.pedroED