Learning environments and rapidly evolving handheld technologies

Ochola, J. Evans; Stachowiak, James R.; Achrazoglou, John; Bills, David B.

doi:10.5210/fm.v18i4.3932

Cited by 4 publications

(8 citation statements)

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“…The rise of new technologies has influenced the learning space. Ochola, Stachowiak, Achrazoglou, and Bills (2013) describe how the learning environment and rapidly evolving handheld technologies have changed the way students and teachers learn. Will further research and investment in more optimal classrooms have a positive impact on learning?…”

Section: Optimal Hybrid Centered Curriculamentioning

confidence: 99%

Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration

Ochola¹,

Achrazoglou²

2015

JEHD

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The article exploresthe implications of pedagogical conceptual frameworks on classroom designand gains that come from flexible settings. Classroom spaces are not ends in themselves, but rather are means for achieving essential learning objectives and learning outcomes. It is necessary to strive for a model that is inclusive to infuse variety into teaching and learning strategies. The optimal hybrid models embrace and expand ways to research learning and establish accountability. The hybrid blended learning spaces tend to bridge the gap between physical and virtual learning spaces.

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Section: Optimal Hybrid Centered Curriculamentioning

confidence: 99%

Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration

Ochola¹,

Achrazoglou²

2015

JEHD

Self Cite

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“…For instance, the developers of the video game The Last Door reported that 12% of the first 150,000 gameplays had the closed captioning activated, while 14% used a font specially designed for dyslexics ("Survey: 'Disabled gamers '," 2008). The introduction of assistive features to mainstream technologies has helped users to avoid the issues associated with older forms of traditional assistive technology such as the amount of training time required to learn to use it, cost, and portability (Ochola, Stachowiak, Achrazoglou, & Bills, 2013).…”

Section: Technology and Ldsmentioning

confidence: 99%

Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

Armstrong

Gutica

2020

eei

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Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

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“…A handheld device can be generally defined as a small computer-based mobile that has a touch display or a small keyboard as an input unit. A similar definition given by [4] is that handhelds are small, mobile devices that are considered "on-the-go" computers. A third classifying definition asserts that mobile phones, smartphones, tablet computers, eBook readers, personal digital assistants (PDAs), and other similar devices can all be categorized as mobile devices [24].…”

Section: Types Of Handheld Technologiesmentioning

confidence: 99%

“…Multitasking lowers language learners' own productivity while simultaneously distracting other students. Restrictive measures to limit distraction can also be problematic, promoting a "Teacher vs. Technology" mentality that students will not respond well to [4]. Some teachers' practices of selecting apps haphazardly is another drawback [78].…”

Section: Disadvantages and Setbacksmentioning

confidence: 99%

Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

Abugohar

Yunus

Rabab’ah

et al. 2019

Int. J. Interact. Mob. Technol.

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<p>The outcomes of modern technology have turned real-world interaction into a virtual community, then into a cloud one. These giant leaps aided by the excitement created by the possibilities inherent in learning through handheld technologies made using mobile devices in English language teaching (ELT) indispensable. This paper is aimed to deeply overview available handheld technologies and their features that can enable teachers in their mission. It investigates the synergy of a group of mobile devices of smartphones, tablets, iPods, iPads, E-readers, and classroom response systems, among others. These devices have been effective in everyday activities, and are expected to enrich ELT, especially in communities where there is a lack of community of practice (CoP) on the target language. To this aim, this paper was cored around reviewing the potential handheld technologies have in language classrooms. The main data were obtained from the rich body of literature, shedding more light on their properties in creating interactive communication in and out of classrooms. The findings revealed that handheld technologies can be successfully integrated into English language teaching and learning. Pedagogically, teachers are encouraged to exploit mobile devices into their classroom practices after closely testing their specifications, and scanning their advantages and shortcomings.</p>

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Learning environments and rapidly evolving handheld technologies

Cited by 4 publications

References 0 publications

Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration

Maximizing Opportunities: Smart Learning Spaces, Smarter Interactions and Collaboration

Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

Integrating Cloud World Synergy in ELT to Adults: Perspectives of Handheld Technologies

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