Ubiquitous Computing: Rethinking Teaching, Learning, and Technology Integration

Ubiquitous Computing and Changing Pedagogical Possibilities: Representations, Conceptualizations and Uses of Knowledge

“…Other positive effects of ubiquitous computing on students that are documented in the research include increased motivation (Apple Computer, 1995;Ricci, 1999;Russell et al, 2004;Swan et al, 2006;Vahey & Crawford, 2002;Zucker & McGhee, 2005); engagement (Russell et al, 2004;Silvernail & Lane, 2004;Swan et al, 2006;Zucker & McGhee, 2005); behavior (Apple Computer, 1995), and school attendance (Apple Computer, 1995;Stevenson, 1998). Research also shows students in ubiquitous computing classrooms are better organized (Ricci, 1999;Zucker & McGhee, 2005) and tend to be more independent learners (Apple Computer, 1995;Zucker & McGhee, 2005).…”

“…Teachers are developing lessons that are more project-oriented (Honey & Henriquez, 2000;Norris & Soloway, 2004;Swan et al, 2006) and more inquiry-based (Norris & Soloway, 2004;Ricci, 1999), and, perhaps as a result, they are assigning more group work (Cole & Stanton, 2003;Honey & Henriquez, 2000;Swan et al, 2006). Researchers have also found a much greater variety of representations being used to explore, create and communicate knowledge (Apple Computer, 1995;Bartels & Bartels, 2002;Danesh, Inkpen, Lau, Shu, & Booth, 2001;Hill et al, 2002;Honey & Henriquez, 2000;Roschelle et al, 2004) including the use of more and different visual representations, spreadsheets and databases, simulations, and exploratory environments.…”

“…Researchers have also noted significant increases in collaboration, among students and between students and teachers in ubiquitous computing classes (Apple Computer, 1995;Norris & Soloway, 2004;Robertson, Calder, Fung, Jones, O'Shea, & Lambrechts, 1996;Roschelle & Pea, 2002;Russell et al, 2004;Sharples, 2000;Vahey & Crawford, 2002;Swan et al, 2006).…”

“…In ubiquitous computing environments, researchers are documenting changes in teaching and are finding that teachers are becoming more student-centered (Apple Computer, 1995;Fung, Hennessy & O'Shea, 1998;Honey & Henriquez, 2000;Norris & Soloway, 2004;Ricci, 1999;Swan, Cook, Kratcoski, Lin, Schenker, & van 't Hooft, 2006), more constructivist (Apple Computer, 1995;Rockman, 2003;Swan et al, 2006), and more flexible (Swan et al, 2006;Zucker & McGhee, 2005). Teachers are developing lessons that are more project-oriented (Honey & Henriquez, 2000;Norris & Soloway, 2004;Swan et al, 2006) and more inquiry-based (Norris & Soloway, 2004;Ricci, 1999), and, perhaps as a result, they are assigning more group work (Cole & Stanton, 2003;Honey & Henriquez, 2000;Swan et al, 2006). Researchers have also found a much greater variety of representations being used to explore, create and communicate knowledge (Apple Computer, 1995;Bartels & Bartels, 2002;Danesh, Inkpen, Lau, Shu, & Booth, 2001;Hill et al, 2002;Honey & Henriquez, 2000;Roschelle et al, 2004) including the use of more and different visual representations, spreadsheets and databases, simulations, and exploratory environments.…”

Solid State pH Sensor Based on Light Emitting Diodes (LED) As Detector Platform

“…The ‘ubiquitous computing’ is no longer just an imagination but an area of research now where miniaturised computers would be embedded throughout our environment, communicating with each other via wireless networks. [1,2,3,4,5] This has led to the emergence of ‘ubiquitous sensing’ that allows computers to be ‘environmentally aware’. In other words, there must be a layer of ‘sensors’ feeding information into the pervasive wireless networks [6].…”