Mikko Ahonen, Antti Syvänen, Hanne Turunen:

Children's use of mobile phones is common in Finland, but can the use of these devices be meaningful in school context? The authors have found that children are relatively interested in mobile devices and this interest can be utilized in many innovative ways. According to Sharples (2002) children "saw a value of possessing a device that could give them control over their learning". From teachers' and schools' perspective the challenge in the reported pilot is to integrate the use of mobile devices and services to curriculum and daily tasks. A mobile device is not the sole technology with which one learns. It is used as a supporting environment for contiguous and traditional learning.

The authors work in TEKES (the National Technology Agency)-financed Digital Learning project at the University of Tampere, Finland. As part of this project pilot research has been done in a primary school that utilises mobile devices (Nokia Communicator 9210). The main research question in this case study is: what kind of challenges and possibilities mobile devices can bring in to learning process in primary school. We have examined how students use mobile devices and how these devices can support pedagogically meaningful learning. Inquiry learning has been found to be a suitable model for carrying out learning with mobile devices in a primary school context. Based on pilot findings in this and other pilots we will create future learning scenarios for schools and corporate use. 

According to our early findings mobile technology can be well utilised in supporting differentiation because it is rather flexible and motivating medium. Because students' experience and ability varies, the teacher has a lot of work to tailor lessons to meet everybody's needs. With the help of mobile devices the learner can revise or practice the facts that have been taught earlier. A learner can complete little quizzes or a group of learners can partake in a group work in the field. In the classroom the group can analyse their findings from the field. A mobile device thus earns its place in authentic learning situations. (Ahonen et al. 2002)

There is a need in our pilot for a comprehensive mobile solution for learning purposes. This means a new mobile interface with plenty of learning tools. This solution could help in finding the most meaningful learning tasks to be performed with mobile devices. Mobile devices bring new possibilities for the teacher to direct the students, especially when using the voice and audio capabilities. If the mobile device is used as the only media for learning it is challenging to anticipate what kind of tool a mobile device can become. We have found that a mobile device can be a valuable tool in making observations of the environment. Other new ways of using the mobile devices are forming as well, e.g. collaborative knowledge construction is an emerging area of utilization.

Next step in the project will be testing a criteria developed for mobile learning evaluation. Our pilots have expanded to cover other schools and use of collaborative learning platform. 
 

References: 

Ahonen, M., Joyce, B., Leino, M. & Turunen, H. (2002). Mobile Learning - 
a Different Viewpoint. In: Kynäslahti, H. (Ed.) Mobile Learning. IT-Press. Hel-sinki. (In press)

Sharples, M. (2002) Disruptive Devices: Mobile Technology for Conversational Learning. Paper accepted for publication in International Journal of Continuing Engineering Education and Lifelong Learning special issue on Collaborative Learning in Networked Environments. (Draft) [http://www.eee.bham.ac.uk/handler/ePapers/disruptive.pdf]