Please respond to the following discussion question. “Are mobile applications going to play a stronger role in the classroom setting? Yes or No? Can you provide an example?”
I’m not sure if mobile applications will play a strong role in a physical classroom, but if “classroom setting” can be anywhere that learning is taking place, then I would definitely say yes! I can see a lot of positive reasons to using mobile devices in a classroom setting and incorporating the use could mitigate some of the distraction issues.
6 second looping video, non editable
Could be used for explanation, interpretation, reaction, persuasion
upside: requires concise and thoughtful planning
downside: stream of public vines aren’t appropriate for all audiences and its popularity has created a library of crap
Interactive whiteboard and screencasting tool
With only the mobile device a student could create all the elements for a presentation along with voice explanation and visual annotation.
upside: import and exports to a variety of file types from a variety of device or cloud-based services, annotate, zoom, pan, animate; multiple platform
downside: not free but at $2.99 it is well worth with the price
Get immediate feedback from questions you ask students through the device of their choice. By using the quizzing function, students get immediate feedback on how well they are understanding the material and the teacher gets an understanding of how well your students are getting your material or if you need to go back, move along, reinforce, etc.
Having a teacher using an application such as Reflector on a classroom projector, the teacher can bring up work performed by a student or a group of students by selecting the name of their device. An instructor in an introductory Chemistry class checked out a “cart” of iPads and gave them to groups of students. She had Reflector installed on her laptop and walked everyone in the class through the process of connecting to her laptop through the same WIFI connection. She had students in groups and they were using the iPad to solve chemical equation problems. Then instead of having students come up to the board, she randomly selected one of the iPad groups to show their results and had them explain their solution. She could have had students working on the chalkboard, but by using the devices, the students had a copy of their work to incorporate in a homework assignment.