Dr Ann OomsDr Stuart Downward

Kingston University, LondonUnited Kingdom

Educational Use of Mobile Technologies

A Review of the Literature

Overview 2001 Cox-Peterson & Melber2001 Kakehi, Kura, Kusaka, Fujino, Fujimoto &

Takahashi2002 Hersthammer, Fossen, Sautter, Sæther &

Johansen2007 Bergin, Anderson, Molnar, Baumgartner,

Mitchell, Korper, Curley & Rottmann2007 Fletcher, France, Moore & Robinson2007 Marskall, Stokes, Truscott, Bridge, Magnier

& Calderbank2008 Lynch, Bednarz, Boxall, Chalmers, France &

Kesby

Cox-Peterson & Melber (2001)“Using Technology to Prepare and Extend

Field Trips.” The Clearing House.Location: United StatesLevel: K-12Recommendations – not research basedPrepare students prior to field trip

On-line resources of museums, zoos, aquariums

Decrease novelty effect because students will know what to expect

Teachers can find information about location, discounts, opening times, etc.

Cox-Peterson & Melber (2001)Connecting with curriculum

Websites: databases, puzzles, additional information to add depth, curricular materials for educators,

Sharing field trip memoriesUse digital (video) cameraStudents develop a multimedia presentation

or narrativesVirtual trips

Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)“Development of eTrip System: Collaborative

Learning Platform for a Field Trip.” WebNet 2001: World Conference on the WWW and Internet Proceedings, Orlando, FL.

Location: JapanLevel: High SchoolEvaluation eTrip System

A collaborative learning platform for school education over the internet that supports the learning flow for a field trip: pre-during – post

Student-extended databaseElectronic bulleting board Accessible by students, teachers, experts, parents,

other schools

Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)Pre field trip

Students search for information in the databaseStudents submit reports to the databaseStudents discuss on electronic bulletin board

During field tripStudents record the experience (are given: digital

camera, GPS, Notepad, Cellular phone)Students submit report to the database via

templateStudents look at other students’ reports

Post field tripStudents write full reportStudents present in class

Hesthammer, Fossen, Sautter, Sæther & Johansen (2002)“The use of information technology to enhance

learning in geological field trips.” Journal of Geoscience Education, v. 50, n. 5, November, 2002, p. 528-538.

Location: Norway – on a field trip in Utah (geological and geophysical problems relevant for oil and gas exploration)

Level: University Experiment: two groups

Advanced flight (field) simulatorCombines topography with any type of attribute such as

geological maps, topographic maps and satellite images – 3D visualization of topography

Digital camera and Portable PC – in groups – problem-based learning

Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)“Providing remote accessible field trips

(RAFT): an evaluation study.” Computers in Human Behavior, 23, p. 192-219.

Location: United KingdomLevel: 11 to 18 year old students2 studies: linking field and classroom

studentsVideo-interactive trials (students communicate

with remote experts at their place of work)21 studentsAge: 13-14

Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)

Data-transfer and role assignment trials (field and classroom students interact - synchronous) Students in field trips transferring information to students in

classroomStudents in field tips had specific tasks/roles assigned60 students Age: 11-18

ResultsStudent interest in the topic increased significantly (p <

0.05) RAFT is a motivating experience for both classroom and

field studentsEqual levels of interest for classroom and field studentsField students benefited more than classroom studentsNo gender difference

Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)Results

Increased interest in technology for femalesOverall a positive and engaging experience

for students

Fletcher, France, Moore & Robinson (2007)Practitioner Perspective on the use of

Technology in Fieldwork Teaching”. Journal of Geography in Higher Education, Vol. 31, No. 2, 319-330.

Location: United KingdomLevel: Higher EducationMethodology

Questionnaire to GEES departments in HEExpert group meeting

Fletcher, France, Moore & Robinson (2007)Results

Hardware used: Desktop computersLaptop computersGPSPalmtop/handheld computerMobile phoneDigital camera

Software used:Spreadsheets: 50%Presentation applications: 40%

Absence of a widespread pedagogic drive for use of technology

Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)E-learning for Geography’s teaching and

Learning Spaces. Journal of Geography in Higher Education, Vol. 32, No.1, 135-149

Level: higher educationExamples of e-learning using a variety of

technologiesCommunities of learners: Blackboard, WebCTMobile learning: access to resources anytime

anywherePodcastingDistance/blended/flexible learning

Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)Geography’s learning spaces: 3D

Face-to-face – blended – onlinePassive learning – interactive learningLow technology use – high technology use

ConclusionUse of technology to support student

learning on fieldtrip is under-researchedSeveral papers provide examples but little

supported by research data