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MOBILE APLICATION FOR MOBILE APLICATION FOR MOBILE LEARNINGMOBILE LEARNING

Galit Botzer and Michal Yerushalmy Galit Botzer and Michal Yerushalmy The Institute for Alternatives in Education The Institute for Alternatives in Education

Faculty of Education Faculty of Education University of Haifa, IsraelUniversity of Haifa, Israel

botzer@construct.haifa.ac.ilbotzer@construct.haifa.ac.ilmichalyr@construct.haifa.ac.ilmichalyr@construct.haifa.ac.il

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Math4Mobile Math4Mobile projectproject

Development and research of mathematical Development and research of mathematical applications for cellular phonesapplications for cellular phones

DevelopersDevelopers:: Michal YerushalmyMichal Yerushalmy

Arik Weizman (software and site), Zohar Shavit Arik Weizman (software and site), Zohar Shavit (software), department of computer science (software), department of computer science

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IT and Technology IT and Technology in Math Ed in Math Ed

math4mobile

First wave Second wave Third wave

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The 3The 3rdrd Wave – Wave – Ubiquitous ComputingUbiquitous Computing

UbiquitousUbiquitous is being everywhere, is being everywhere, omnipresentomnipresentAlan C. Key:Alan C. Key:

Invisible computingInvisible computing meant to be working in meant to be working in the background of human beings and the background of human beings and supporting their lives. It is sometimes supporting their lives. It is sometimes described as “calm” and “human” described as “calm” and “human” technology. technology.

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Invisible computingInvisible computing

Arun Kumar Tripathi in Arun Kumar Tripathi in Reflections on Challenges to the Goal Reflections on Challenges to the Goal of Invisible Computing of Invisible Computing httphttp://://wwwwww..acmacm..orgorg//ubiquityubiquity

Ubiquitous Computing is roughly the Ubiquitous Computing is roughly the opposite of virtual reality opposite of virtual reality ((VRVR)), where , where virtual reality puts people inside a virtual reality puts people inside a computercomputer--generated three generated three dimensional world.dimensional world.

Ubiquitous computing forces the Ubiquitous computing forces the computer to live out here in the computer to live out here in the world, make connections with peopleworld, make connections with people. .

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Learning with mobile devicesLearning with mobile devices

Socio-cultural aspectsSocio-cultural aspects Mobile technology has the potential of improving Mobile technology has the potential of improving

classroom dynamics owing to their computation and classroom dynamics owing to their computation and communication capabilities, which augment face-to-face communication capabilities, which augment face-to-face interactions interactions

Supporting collaborative learning scenarios and the Supporting collaborative learning scenarios and the creation of a community in which learners can work creation of a community in which learners can work together, share knowledge, inspire each other, and together, share knowledge, inspire each other, and interact socially interact socially

Learning in contextLearning in context Embedding the learner in a realistic context at the same Embedding the learner in a realistic context at the same

time as offering access to supporting tools can enhance time as offering access to supporting tools can enhance the active construction of personal knowledge the active construction of personal knowledge

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Using mobile devices Using mobile devices to enhance mathematics to enhance mathematics

learninglearning

Enhancing mathematics learning by Enhancing mathematics learning by providing a 1:1 student: device ratio providing a 1:1 student: device ratio and by enabling ready-at-hand and by enabling ready-at-hand access to technology throughout the access to technology throughout the school day and the learner’s school day and the learner’s personal life. personal life.

Roschelle, Patton and Tatar 2007Roschelle, Patton and Tatar 2007

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Design consideration for Design consideration for Learning with mobile phonesLearning with mobile phones

Turning the “dangerous” tool into a constructive one: “The Turning the “dangerous” tool into a constructive one: “The idea of putting the damn cell phones to some good use is idea of putting the damn cell phones to some good use is absolutely brilliant”absolutely brilliant”

Unique features rather than replicating PC featuresUnique features rather than replicating PC features Personal communication: connectivity, collaboration, Personal communication: connectivity, collaboration,

sharing work & applications via smssharing work & applications via sms Personal use: small screen, handy, limited keyboardPersonal use: small screen, handy, limited keyboard Exploiting the availability of cellular accessories such as Exploiting the availability of cellular accessories such as

cameras to enhance the learners’ engagement with cameras to enhance the learners’ engagement with mathematics learning. mathematics learning.

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The Math4Mobile applicationThe Math4Mobile application

Graph2Go a special-purpose graphing calculator that operates for given sets of function expressions. Its unique feature is enabling the dynamic transformation of functions .

Sketch2Go encourages visual exploration of phenomena (e.g., physical temporal phenomena) by providing qualitative indication of the ways in which the sketch drawn by the user changes. The sketch motivates learners to experiment with a given situation, analyze it, and reflect upon it.

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Aspects of mobile Aspects of mobile learninglearning

The active engagement in the modeling The active engagement in the modeling of real world phenomena can be of real world phenomena can be attributed to three main aspects:attributed to three main aspects:

The mobility of the learning environmentThe mobility of the learning environment Communication capabilities of cellular Communication capabilities of cellular

devices devices Handy and easy to use applications Handy and easy to use applications