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Innovative Learning With Students' Mobile Phones

Conference contribution
Authors Torbjörn Ott
Anita Grigic Magusson
Published in Presentation av abstract vid International Congress for School Effectiveness and Improvement 2017
Publication year 2017
Published at Department of Applied Information Technology (GU)
Language en
Subject categories Educational Sciences

Abstract

Abstract presented as the International Congress for School Effectiveness and Improvement 2017 Innovative Learning with Students’ Mobile Phones Torbjörn Ott & Anita Grigic-Magnusson University of Gothenburg Skilled use of ICT is appointed as key knowledge and competence in the future society (OECD, 2015; European Commision, 2007). Adequate schooling have a significant part to play for the learner’s development of relevant skills to meet the demands of the future. However, modern technology is not widely appreciated by teachers (Skolverket, 2016) as it might challenge traditional schooling (Thomas & Brown, 2011). Therefor traditional school systems; education; and school practice have to be reformed in an innovative direction. That includes for example that schools must recognize, and be attentive to learners as the center of its practice, and extend learning partnerships to actively engage families and resources from outside of school, to create eco systems of learning (OECD, 2015). At present mobile phones (including smartphones) are the most widespread technology in use among upper secondary school students (Alexandersson & Davidsson, 2015). In school settings challenges of students’ mobile phones have been proven to be troublesome. Banning has been common but overly simplistic means to handle a profound change in the learning environments (Pachler, Bachmair, & Cook, 2009). These are changes that might actually be innovative. We argue that mobile phones nowadays have become integral parts of the infrastructure of students’ life (Statens medieråd, 2016). They cannot be neglected as tools for learning when considering students as 21st century learners. In this paper we apply the 7+3 framework (OECD, 2013) to analyze the innovative elements in upper secondary students’ use of mobile phones for school work. The research builds on four audio­recorded and transcribed focus group interviews with students. The students’ narratives on their use and perceptions of mobile phones in relation to formal education indicate that students use their mobile phones for school work and that they are aware of difficulties associated with their use. Without support from neither teachers nor parents the students have developed learning strategies, which are supported by utilization of mobile phones, involving collaboration with peers, browsing for information and context dependent self regulation of mobile phone utilization. At the same time, students suggest more active support from adults (e.g. teachers and parents) in training how to apply mobile phones for school work. Cooperation between school and home is an essential condition for the functioning of a successful innovative learning environment. Students with supportive parents achieve better results in school. Schools and parents share a common responsibility to create the best conditions for children’s development and learning (Borgonovi & Montt, 2012; Wilder, 2014). We argue that students’ use of mobile phones should be acknowledged as an opening for a holistic understanding of students as learners active in interacting learning environments. To educators, family and community in contact with the learner on the micro­level, students’ use of mobile phones is an incentive to be attentive to the innovative aspects of mobile phone usage. Stakeholders need to collaboratively engage in school development concerning visions and strategies, involving at least parents, students and school administrators, acknowledging that students’ utilization of mobile phones are an integral part of the learning practice in an innovative eco­system of learning. References: Alexanderson, K., & Davidsson, P. (2015). Eleverna och internet 2015. Internetstiftelsen i Sverige: Stockholm. Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: structures, agency, practices. Springer Science & Business Media. Borgonovi, F., & Montt, G. (2012). Parental Involvement in Selected PISA Countries and Economies. OECD Education Working Papers. No. 73. OECD Publishing. http://dx.doi.org/10.1787/5k990rk0jsjj­en European­Commision. (2007). Key competences For Lifelong European Reference Framework. Office for Official Publications of the European Communities: Luxembourg. OECD (2013), Innovative Learning Environments, Educational Research and Innovation. OECD Publishing: Paris. http://dx.doi.org/10.1787/9789264203488­en OECD (2015), Schooling Redesigned: Towards Innovative Learning Systems, Educational Research and Innovation. OECD Publishing: Paris. http://dx.doi.org/10.1787/9789264245914­en Pachler, N., Bachmair, B., & Cook, J. (2009). Mobile learning: structures, agency, practices. Springer Science & Business Media. Skolverket. (2016). IT­användning och IT­kompetens i skolan. Skolverket: Stockholm. Statens medieråd. (2016). Medierelaterade konflikter i familjelivet. Statens medieråd: Stockholm. Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change. Lexington, USA: CreateSpace. Wilder, S. (2014). Effects of parental involvement on academic achievement: A meta­synthesis. Educational Review, 66(3), 377­397. doi:10.1080/00131911.2013.780009

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