Teaching With Mobile Technologies: Mobilizing Teachers Through an Understanding of Workflow
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This document discusses mobile technologies and teacher workflow. It summarizes three examples of how teachers used mobile devices to support student inquiry tasks. The examples illustrate how defining workflow as a connected sequence of steps representing an optimal lesson can help integrate technology purposefully. Considering values that drive technology purchases and managing hype were also discussed to encourage thoughtful adoption of digital tools that enrich core work. Overall, the document promotes a holistic approach where the task, tool, and process are aligned in education settings.
Teaching With Mobile Technologies: Mobilizing Teachers Through an Understanding of Workflow
- 1. Teaching With Mobile Technologies: Mobilizing Teachers Through an Understanding of Workflow Banff, Alberta August 21, 2012 Susan Crichton & Karen Pegler
- 2. NANCY GIBBS | August 16, 2012 – Time Techland
- 3. Like any romance moving from infatuation to commitment, the connection between people and their mobile devices reflects what they brought into the relationship in the first place.
- 4. It’s all about your stufftechnology … 1. How many mobile and / or handheld devices do you have or have you owned in the last 4 years? 2. How many were the same brand? 3. What causes you to change or upgrade a device? 4. What criteria do you honestly use to make a decision about the device? 5. What’s your next device purchase?
- 5. Considering hype “Hyped technology artifacts are distinct from other innovations and product launches because they are surrounded by extravagant publicity.” Hedman&Gimpel, 2010, p. 161
- 6. … and it’s values that make us succumb • functional value - how an item meets a need • social value - the image connected with the item • epistemic value – the curiosity about the item • emotional value - wanting the item for its aesthetics; and • conditional value - a specific context or need.
- 7. … so back to your technology purchases … • What values prompted your decisions?
- 8. … so back to your technology purchases … • What values prompted your decisions? • Hedman&Gipel tell us functional values has the least impact on decision making …
- 9. Our findings … • Hype surrounds mobile / handheld devices • Educators, students & students are not immune • Manage hype through – Thoughtful adoption – Systemic integration & support – Professional development grounded in workflow
- 10. Workflow – Some thoughts … • Technology is a tool to enable a human capability • Digital tools should enrich the core work rather than hijack it to accommodate the technology • The actual task and the technology to support it must be in synch • Workflow links a task, tool, and process – a holistic approach …
- 11. How Do We Define Workflow? • Workflow is defined as a sequence of connected steps that best represent the process of an actual optimal lesson (Crichton, 2011).
- 12. Inquiry at the Zoo
- 13. Inquiry at the Zoo • Identify, document defend the ten animals who would thrive in an alien environment Task • Inquiry with a mobile device-scaffolding for students • iPods and iPads • Teachers were given the devices well in advance of the day Tool • Discussion of Inquiry, Inspiring Education, link between task and direction of learning • Teachers explored the zoo, experienced the device, built their representations Process and shared final products, debriefed challenges and successes
- 15. Inquiry at Telus Spark Science Centre • What does it mean to be human? • Understand inquiry with mobile devices-design own lesson Task • Explore an environment designed around inquiry • iPods, Smartphones, BYOD • Emphasizing the importance of the right tool for the right Tool purpose • Explore the Telus Spark Science Centre through AR and QR Codes Process • Meet to debrief and share in classroom-lesson added to D2L
- 17. Innovation and Learning Commons • Self-directed inquiry • Specialists provide support Task • Wide selection of mobile devices, inclusive technology and emerging technologies Tool • Teachers can embed the learning of the tool into the completion of the task Process • Incubation of promising practice
- 19. Please Contact Us Karen Pegler Susan Crichton kepegler@cbe.ab.ca susan.crichton@ubc.ca