Bring it on

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

Explain Everything

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


Socrative/Poll Anywhere

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.

Active Learning:


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.

Discussion Comments

Devices equalization

Please respond to the following discussion question. “Should the school/district/State be responsible for providing a technology learning device to each student (to level the learning field) – similar to providing text books in the classroom setting?”

I think all students should have access to technology in the classroom. I’m not sure that it is practical to have parents purchase the device or that a student, especially at a lower grade level, be given a device to take home. If there is a technology requirement in the curriculum then the resource should be provided whether that be media carts or computer/device labs, it probably is school dependent.

At UAF, within the School of Education, I’ve heard they are working on an initiative that students entering the undergraduate program may be provided with a device in which they will be responsible for and will use while taking education classes. For this discipline, I think this is a very worthwhile endeavor for the providing resources to future teachers.

Discussion Comments

Are Physical School Settings Necessary?

Please respond to the discussion question “Are face-to-face, large school setting, still necessary? How has/can/will technology impact the look and feel of future school settings?”

“Mr. Gorbachev, Tear Down This Wall”

I’m going to take a slightly different approach to the question for this week and talk more about the large face-to-face classroom in higher education. I do think that this approach will soon be replaced with alternatives that have been impacted by technology. One of UAF eLearning’s computer science course this semester is using a Udacity MOOC from Stanford as the basis for the material for the course. Students access the materials on the MOOC that were prepared but some of the top-notch experts in the field. The material are highly produced ($$). The UAF instructor is acting as guide and mentor to the students who are meeting both face-to-face and online. Both types of students are using Google Plus for class discussion and communications, as well as some sharing of assignments. From my understanding, the real “class time” is used for activities and for completing assignments which the online students are doing more on their own. The instructor is acting more like a guide, as suggested by Kelly in her post. i think that this model is a possibility for other types of classes, as long as the quality of the MOOC being used is reviewed and approved. Is this model scaleable — could the current instructor handle twice the number of students he currently has (I think he has about 55 students in two sections) with the same degree of feedback? It probably depends on how accepting more students fit into his workload or if he is given a TA for assistance. I see this as a win-win situation making the best of resources.