Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education Ryan Osweiler EDTECH 504 – Spring 2012

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

Abstract Constructivism and project based learning go hand in hand. An emerging project-based learning strategy is the use of mobile devices in learning. Current research and field tests, within the K12 and higher education environment, set out to prove the effectiveness of incorporating mobile devices into the classroom and their impact on student learning. Research generally supports the use of mobile devices for student learning. The fact that this strategy is relatively new and evolving, research will continue to emerge that will indicate long term effects of this instructional strategy. Further study continues on best practices, avoiding logistical obstacles, and the potential that mobile devices have to advance education and student learning.

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

Introduction The history of constructivism can be traced to Jean Piaget (Smith & Ragan, 2005, p. 19). According to Fox (2001), the fundamental ideas behind Constructivism are: “Learning is an active process. Knowledge is constructed, rather than innate, or passively absorbed. Knowledge is invented not discovered. All knowledge is personal and idiosyncratic. All knowledge is socially constructed. Learning is essentially a process of making sense of the world. Effective learning requires meaningful, open-ended, challenging problems for the learner to solve” (p. 24). If one analyzes the above description of Constructivism, he or she could connect technology- integrated, project-based learning to it. As learners conduct themselves in any project-based learning environment, they “construct” knowledge by engaging in dialogue, discovery, and connection to their world around them. Technology integration is an evergrowing and emerging trend in education. Teachers who integrate technology have endless possibilities to promote student learning with and through project-based means. New online and mobile resources surface daily that push the envelope to maximize student learning. One specific sector of constructivist-based technology integration is through the use of mobile devices, particularly iPads. Research is beginning to flood the academic world on mobile devices in education and how mobile devices impact and effect student learning. Other studies examine specific educational settings to determine the pedagogy and theory used within those environments. For one to fully understand the impact of mobile devices in education, one must look at potential roadblocks and logistical issues that would hinder perceived successes. Knowing what challenges lie ahead can better prepare individuals to maximize the impact on incorporating mobile devices into education. The focus of this paper will analyze, particularly, how iPads and eReaders impact and affect student learning in a constructivist learning model.

Use of Mobile Devices and Implication on Student Learning Justification There are many reasons for implementing mobile devices into education, specifically project-based learning. To understand the implications on student learning, one must first look at the rationale behind using mobile devices in the first place. Van (2008) believes the integration of mobile devices “considers learning as personalized, learner-centered, situated in time and space, collaborative, ubiquitous, and lifelong. It focuses not on learners and technologies, but on the interactions between them, emphasizing that learning is a social process” (p. 13). In a Constructivist environment, the interactions and connections with the learning process are critical in “constructing” knowledge. Shih (2011) claims that “by using mobile devices, students can have a more customized learning pace and process, and can receive individual attention and learning guidance when they are distributed in the field” (p. 60). From the instructional side, teachers now feel more empowered to deliver content in a more meaningful way. Walters (2011) says “by providing our faculty with the tools and the opportunity to experiment, we [faculty]

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

have been able to develop and implement learning activities that allow students to achieve the level of ‘create’ at the peak of Bloom’s Taxonomy” (p. 7). One specific mobile device that has a profound influence and presence in education is the iPad. Ashley Talley believes “the iPad is changing the way educators differentiate and track student learning, track academics and behavior, reinforce skills, present information, teach new ideas, extend learning, and create and save documents for on the-go use” (Fingal, 2011, p. 47). The term “tablet computing” is becoming synonymous with using iPads in education. While simple drill and kill apps exist, there is an abundance of project-based resources with the app market that allow students to make real-world connections with the content they learn in the classroom. The constructivist-centered apps allow students to create digital stories, collaborate with peers, simulate real-life experiences and events, and develop multimedia productions. With available accessories that exist now, students and teachers are able to visually present projects and exchange information. Cloud computing now allows students to transfer files and information in a fast and efficient manner. Constructivist learning can now take place from anywhere. Students can access their information from multiple locations and access and apply it to their current environment to build and connect knowledge. Bennett (2011) says iPads “can deliver content in an interactive way, but on a one-to-one level. They offer easy access to the web, just like a laptop, but the apps work as instructional modules, so you’re getting access to the internet, plus a multitude of activities. Moreover, iPads are less of a hassle for your IT department because the apps are updated automatically across devices. You don’t have to download a new software version and then coordinate updates for all of the laptops that share your site license” (p. 23). Teachers, who are relatively new to using iPads, believe they will take the place of laptops in the near future. Teachers continue to find primary teaching resources. That combined with Internet capability makes the iPad a complete learning tool. In some districts, iPads are becoming a cheaper alternative to laptops altogether. To fully understand the impact of mobile devices in education, one must understand the reasons for implementation. Pepperdine University conducted a study on the impact of using iPads in the classroom. Chester, Hoover, Valencia, Hoover, Hall, Heard, Helm, Fisher, Lucas, James, & Newman (2010) writes that “Unlike other technologies that have been introduced to the classroom environment, the iPad does not have a specific purpose until the faculty member gives it purpose” (n.p.). With regards to the iPad, Chester et al. (2010) goes on to say “it has the capacity to be a communication, productivity, and gaming device all in one convenient, mobile platform” (n.p.). The fundamental key in determining the impact mobile devices have on student learning is the purpose and meaning in which the instructor gives. When an instructor attaches a purpose to project-based learning, students emerge having made real life connections. Mobile devices help to facilitate this process through interactive, social, engaging, and meaningful ways. Data To justify the impact of mobile devices in education, one must examine the quantitative data for further support. A recent study done in India examined the effect on mobile device

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

implementation. “The study showed that the students’ cognitive learning achievements made significant improvement, and their satisfaction level was high. Based on the teacher interview, in terms of the students’ learning performance, their presentations of both task results gained high appraisal from their teachers, and their physical participation and affective involvement were both significantly better than for traditional classroom lectures” (Shih, 2011, p. 60). The study also went on to say that “when we [faculty] integrated the mobile learning concept, by giving each student a PDA in their field inquiry, the learning effectiveness was greatly increased” (Shih, 2011, p. 60). In a study by Bahrat Fozdar (2007) “mobile technologies are perceived by the participants to be an effective tool in improving communication and learning (p. 12). The analysis continues by saying “the data indicates that mobile technologies are more flexible and enable students’ greater freedom of learning anyplace, at anytime” (p. 10). In reference to the previously mentioned study conducted by Pepperdine University, “across all three of our fall 2010 iPad classes, nearly 75 percent of all students said that the iPad was very helpful or slightly helpful for sharing information with others in class” (Chester et al., 2011). Another segment of the mobile device market is eReaders. With the increased use of mobile devices in the classroom, textbook manufacturers are scrambling to find ways to convert existing textbooks into formats compatible with multiple eReader devices. Weisberg (2011) says that “over the past several semesters we’ve [faculty] seen an increase in, and an acceleration of the students’ willingness to use eTextbooks. This increase has also been demonstrated in their actual use of digital textbooks in the classroom when the devices are made available” (p. 196). With regards to project-based learning, not only are textbooks becoming available on eReading devices, but student are creating eBooks and ePub files using apps such as Pages and Scribble Press. Digital Storytelling is moving from the computer to the iPad. These applications allow students to design and create interactive stories that can be integrated into every, and any, content area. Roadblocks As with almost any project-based learning initiative, one must consider the challenges and obstacles. Those who navigate through the challenges and plan for potential problems have a greater chance of producing engaging project-based learning environments and will be able to introduce more of these experiences with others. When considering how to begin a projectbased learning experience with mobile devices, Banister (2010) says that “caution must be taken, as the management and implementation of these devices in the K–12 environment that can bring risks and challenges” (p. 129). From personal experience, there are common challenges that instructors must consider and prepare for when incorporating a Constructivist learning environment with project-based learning. Devices not charged are useless for learners. Devices must have battery life that will allow them to be used with multiple media, Internet, and for hours at a time. Instructors must provide specific policies and procedures to ensure safe, effective use. Some students may not understand the investment made for the devices and the consequences of misuse. Another issue for educators is the fear of the unknown. As an educator how far does one let students explore before they venture into an area that may not be age or content appropriate? For an elementary student, these boundaries could be relatively clear. For a high school student studying an important historical event, there may be graphic material or

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

content that is inappropriate, yet relevant to the topic and could be a powerful addition to a project. Teacher buy-in can be a difficult hurdle to overcome. With the demands of testing and other statistical data, some teachers are reluctant to try anything that is not a “tried and true” method of instruction. Some teachers worry that if they do not teach the objectives as stated by a manual or best practice, that their students may not learn the material. This prohibits the creating and implementation of a Constructivist environment. Project-based learning and the idea of Constructivism provides authentic means by which students can investigate and showcase learned concepts and skills. In order for teachers to get on board with technology integration, and incorporating mobile devices into their classroom, they need to see the benefits, ease of use, and how the end result would be better than their own methods. Bennett (2011) found that “after using iPads for a semester in elementary-level classrooms, my preservice teachers found they could design meaningful and engaging lesson plans around just a few iPads and could often solve the toughest of student problems with just one device” (p. 25). You do not need a class set of iPads to impact student learning. Students can work in groups on a project or “construct” knowledge by interactions with others on the devices. Eric Walters works at a school where teachers were given iPads for the summer and were challenges to redesign lessons and curriculum around the technology (not the other way around as it usually is done). He states, “For less than $200, our faculty developed innovative and creative learning activities for their classes using the tablet” (Walters, 2011, p. 6-7). Moving Forward When any logistical issues are worked out, instructors can unleash the potential of project-based learning with mobile devices. According to The Horizons Report (2012) lists Mobile Apps and Tablet Computing as the top technologies to look for within the next 12 months (p. 10-17). The first area of future outlook must be in the area of app and content development. Murray (2011) conducted a study and concluded that “from our study it is clear that the number of applications developed to run on the iPad are principally targeted at the consumption of content within various media and not necessarily the creation or collaboration of that content” (p. 42). This means that the number of project-based learning apps is far less than those of the “drill and kill” method. Application and content developers must continue to explore and create innovative solutions to continue engaging learners in the project-based learning process. Murray (2011) says “we understand that current application development has potential to not only extend what can be done in classrooms but also strive for better connection to learning theories and hardware capabilities” (p. 47). As these applications become more Constructivist in nature, they must be given collaborative capabilities. Van (2008) believes that “schools need to spend more time not only teaching students how to become more literate, do good research, and think critically, but also new literacies that come with increased collaboration and networking when using mobile and connected tools” (p. 16). One should focus on the available constructivist-based apps that exist now and continue to explore new resources and opportunities as they are developed. With project-based learning applications, students have the ability to synthesize knowledge and produce cutting edge projects and presentations like never before.

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

Another future trend of integrating mobile devices is in the area of eReaders. Aaltonen (2011) thinks the emergence of eReading devices will have a profound effect on education. How does this related to project-based learning and Constructivism? As textbook companies create electronic versions of their product, these could be an avenue for research and collaboration for students. “Their connectivity, portability, color screens, and computer-like operation with specialized content-adjusted applications (audio, video) may supersede the hindrances that relate to shorter battery duration and the not-so-paper-like reading experience” (p. 26). Conclusion In conclusion qualitative and quantitative data supports the use of project-based learning with mobile devices. A Constructivist learning environment can be created if the instructor assigns a valuable purpose to using the mobile devices. When integrating mobile devices, one should examine applications and determine if they are for consumption or collaboration. The emergence of eReader devices allows students to conduct research and school district to lower their costs for textbook purchases. Continued research and development must be done in the area of application development to increase collaboration and project-based learning opportunities. In order for schools to create a Constructivist, project-based learning environment, leadership must demonstrate a willingness and necessity for classrooms to model this practice. From personal experience, I can testify to the difference administration can make with regards to technology and project-based learning. If this practice is not encouraged and supported by administration, most teachers will not buy in to this form of education. Many schools and teachers care more about test scores and specific measurements instead of supporting real, authentic learning through discovery and Constructivism. Mobile devices have the potential to revolutionize education and impact student learning in ways we have never seen before. Walters (2011) states that users of iPads should: “use the unique capabilities of tablets—portability, ‘always on anywhere’ capability, graphics, camera, easily chunked content—to increase the factors that really drive learning: engaged time, feedback, a culture of learning, practice of essential skills, and individualization. And don’t forget the teachers! Make things easier and more effective for them, because the teachers are really the ones who can revolutionize education” (p. 7). Ask yourself, “What do you remember about your educational experience?” Does one remember the specific notes taken during a lecture? Does one remember every score received on any given test? One may remember spending time writing notes or the large amount of time spent testing, but I remember the projects, interactions, simulations, and real-life connections I made in Constructivist learning environments. Computers had a significant impact in education in the previous 20 years. As the technological trends of society change, and more research is conducted on how humans learn, the relationship between the two must be reflected in education.

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Supporting Constructivism and Project Based Learning Using Mobile Devices: A Focus on iPads and eReaders in Education

References Aaltonen, M., Mannonen, P., Nieminen, S., & Nieminen, M. (2011). Usability and compatibility of e-book readers in an academic environment: A collaborative study. Ifla Journal, 37, 1, 16-27. Banister, S. (2010). Integrating the ipod touch in K-12 education: Visions and vices. Computers in the Schools, 27, 2, 121-131. Bennett, K. R. (2011). Less than a Class Set. Learning & Leading with Technology, 39, 4, 22-25. Chester, T., Hoover, D., Valencia, J., Hoover, M., Hall, O., Heard, C., Helm, S., Fisher, B., Lucas, T., James, B., & Newman, L. (2010). iPad Research Study. Retrieved from http://community.pepperdine.edu/it/tools/ipad/research/results.htm Fingal, D. (2011). Ashley Talley: Got a Student Who Hates School? Give Him an iPad!. Learning and Leading with Technology, 39, 4, 47-47. Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27, 1, 23-35. Fozdar, B. I., & Kumar, L. S. (2007). Mobile Learning and Student Retention. International Review of Research in Open and Distance Learning, 8, 2, 1-18. Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report. Retrieved from http://www.nmc.org/publications/horizon-report-2012-higher-ed-edition Murray, O. T., & Olcese, N. R. (2011). Teaching and Learning with iPads, Ready or Not?. Techtrends, 55, 6, 42-48. Shih, J.-L., Chuang, C.-W., & Hwang, G.-J. (2010). An Inquiry-Based Mobile Learning Approach to Enhancing Social Science Learning Effectiveness. Educational Technology & Society, 13, 4, 50-62. Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA: John Wiley & Sons. Van, T. H. M. (2008). Envisioning the Future of Education: Learning while Mobile. Learning & Leading with Technology, 35, 6, 12-16. Walters, E. A., & Baum, M. (2011). Will the iPad Revolutionize Education?. Learning and Leading with Technology, 38, 7, 6-7. Weisberg, M. (2011). Student Attitudes and Behaviors Towards Digital Textbooks. Publishing Research Quarterly, 27, 2, 188-196.

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