Designing networked handheld devices to
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Designing networked handheld devices to
Designing Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to shed version of the chapter:Roschelle, J., Patton, c, Tatar, D. (2007). Designing networked handheld devices to enhance school learning. In M. Zelkowitz (Ed.) Advances in Computers Vol 70., 1-60.SRI InternationalAbstractHandheld devices, especially networked handheld devices, are growing in importan Designing networked handheld devices to ce in education. largely because their affordability and accessibility create an opportunity for educators to transition from occasional, supplementalDesigning networked handheld devices to
use of computers, to frequent and integral use of portable computational technology. Why and how might these new devices enhance school learning? We Designing Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to access to technology throughout the school day and throughout the learner’s personal life. We argue that designers need to understand the capabilities of the new generation of handheld computers and wireless networks that are most relevant for learning. We follow this with a discussion of Learning S Designing networked handheld devices to cience theories that connect those capabilities to enhanced learning. The capabilities and features feed into design practices. We describe a set of eDesigning networked handheld devices to
xample applications that are arising from the capabilities, theories and design practices previously described. Finally, we close with a discussion ofDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to atton, SRI International Deborah Tatar. Virginia l echI. IntroductionHandheld devices, especially networked handheld devices, are growing in importance in education, largely because their affordability and accessibility create an opportunity for educators to transition from occasional, supplemental Designing networked handheld devices to use of computers, to frequent and integr al use of portable computational tccluiology (Soloway Ct al., 2001: Tinker & Kiajcik. 2001). Yet educators haDesigning networked handheld devices to
ve been excited about many waves of tecluiology, from film projectors to audio tapes to personal computers and most waves of technology have failed toDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to d, handheld devices to be different?We begin by discussing a simple but important factor: networked handhelds can allow a 1:1 student :de\ ice ratio for the fust time, enabling ready-al-hand access to technology throughout the school day and throughout die learner’s personal life (Chan el al.. 2006) Designing networked handheld devices to However, we will argue dial merely increasing access to technology HI schools and m students’ lives is not enough, lime and tune again, educational sDesigning networked handheld devices to
tudies have shown that those technologies that make an impact in learning do so by changing how and what students learn (Roschelle er al.. 2001). FurtDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to ssessments and school leadership. Illis is a diifrcull but very important challenge. It is difficult because schools are complex' institutions with a dynamic of technology' adoption that IS quite different from enterprise or consumer markets. It is very important because 21st century societies are i Designing networked handheld devices to ncreasingly organized around knowledge w ork and innovation, both of which depend mightily on the liigliSRI Internationalquality of school learning. WDesigning networked handheld devices to
ithout utilizing technology 111 learning. It is hard to imagine how societies might produce sufficient gams 111 student learning to continue on succesDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to ing itself the “Learning Sciences." (Sawyer. 2006) While networked handhelds present opportunities for learners of all ages, we focus here on the experiences, opportunities, and challenges of using handheld technology in K-12 education. To introduce readers to the broad scope of research relating to Designing networked handheld devices to networked, handheld computers in K-12 education and falling under the rubric of the Learning Sciences, our article takes the following approach. FustDesigning networked handheld devices to
, we describe how a new generation of networked handheld technology is enabling students to have greater access to tecluiology in their everyday livesDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to technology. From this review, we draw the conclusion that handhelds can (and actually are already) making a huge difference in student learning. In addition, we observe that handhelds are not simply smaller personal computers. Indeed, these successfill examples of technology-enhanced learning diew u Designing networked handheld devices to pon properties of networked handhelds that do not particularly characterize personal computers. Further, the historical success stories diew upon richDesigning networked handheld devices to
integration with social practices, suggesting that successfill designers must think about more than the technology—they must understand how people leDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to ration of handheld computers and wireless networks that are most relevant for learning. We follow this with a discussion of Learning Science theories that coiuiect those capabilities to enhanced learning. The capabilities and features feed into design practices. We describe a set of example applicat Designing networked handheld devices to ions that are arising from the capabilities, theories and design practices previously described. Finally, we close with a discussion of the challengeDesigning networked handheld devices to
of scale. Can new designs for teclinology-enhanced learning surpass the level of success already experienced with the three historical cases?3SRI InteDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to be shared amongst many teachers and students. Today the typical student-computer ratio is 5:1. and computers are most often located in special computer labs rather than 111 ordinary classrooms (Cattagni & Ferris. 2001). The logistics of scheduling class time at the lab—and the time required to move Designing networked handheld devices to students between rooms—greatly interferes with teachers’ abilities to integrate computers into regular learning practices (Becker. 1999). Thus, despitDesigning networked handheld devices to
e school's enormous effort to acquire computer resources, there is often a gap between a school's advertised computational facilities and those that aDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to chnology with other learning materials and activities 111 the classroom. Further, perfunctory use of technology limits the overall possible impact of computing 111 education: if an instructional resource IS used infrequently. It is unlikely to have a large effect.In contrast to traditional desktop c Designing networked handheld devices to omputers, handheld devices are relatively inexpensive, allowing for each student to own a device or for teachers to have a classroom set with enough fDesigning networked handheld devices to
or every child. In addition, handhelds are mobile and flexible, allowing for easy use in and across classrooms, field sites, and home environments. BeDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to . Indeed, graphing calculators—which aie a well-established and effective handheld device—have reached far more K-12 learners than computers. Approximately 40% of high school mathematics classrooms use graphing calculators, whereas only 11% of mathematics classrooms use computers (NCES. 2001). Final Designing networked handheld devices to ly, because handhelds can be used much more frequently than traditional computer labs, they drastically increase the potential of computational technoDesigning networked handheld devices to
logies to positively impact the learning process (Consortium for School Networking, 2004).Importantly, two qualities that have been most associated wiDesigning Networked Handheld Devices to EnhanceSchool LearningJeremy RoschelleCharles PattonDeborah TatarDRAFT - Not for citationPlease see the publis Designing networked handheld devices to ce. Wirelessly intercoiuiected handhelds provide a lunque opportunity to create a learning environment where technology is a transparent, non-invasive support to group learning (Cortez et al. 2005). Use of technology in the classroom should ideally extend beyond productivity tools and web browsing, Designing networked handheld devices to to tools that allow more learners to master difficult concepts as they explore and interact with data and ideas. For example, computer simulations canDesigning networked handheld devices to
enable 6th glade students to master Newtonian physics concepts at level that stupasses ordinary 12th graders (White. 1993). Early evaluations suggestGọi ngay
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