Smartphones & Tablets Show Positive Potential As Interactive Response Devices For Active Learning

Mobile technology in any classroom setting has
the ability to promote interaction and collaboration.

From computers and projectors to smart boards
and internet access, technology has become a staple within many classroom settings. However, present day technologies, in recent years, have become increasingly mobile. Whether it be an iPhone, a Samsung Galaxy S4, or an iPad, it is predicted that mobile devices will outnumber the world population with tablets now expected to grow 53.4%. In comparison to the now declining traditional personal computers, mobile technology has disrupted many areas of society. It has provided new personal and interactive ways of working, living and entertaining and may even have a positive potential within the classroom.

Although the utilization of mobile devices within the classroom is questionable, there are many schools attempting to integrate smartphone and tablet use to be educationally meaningful. If smartphone and tablet integration is able to stray from being a source of virtual distraction, there is a window of opportunity for mobile devices to effectively aid in the culmination of an active learning environment. Whether it be a foreign language class encouraging students to use their phones to call classmates and have a conversation with them in French, or a professor asking a large class to input their thoughts on a given philosophy lecture, blending courses with mobile devices has the incredible potential of increasing valuable interaction between students and teachers.

Mobile Devices Allow Every Student to Respond and Participate With Their Teacher

Most clickers are limited to multiple
 choice and true/false questions.

Technology such as clickers have already provided students in the past with student response devices, but until smartphones and tablets, many of the clickers were restricted to multiple choice and true/false questions. Although multiple choice input is meaningful, free text response systems that mobile devices can provide allow for incredible systems of interaction. Students are able to expand upon their thoughts and opinions or ask questions about course material that can be sent directly to the teacher and other students. With a large amount of student feedback and input, teachers are able to get a greater feel for what the students are thinking as a class. Furthermore, mobile devices empower students who are normally shy to raise their hand and participate. This engagement brings a large amount of educational value as students are no longer subject to passive learning environments as active learning is better promoted.

In a study conducted by Minjuan Wang, Ruimin Shen, Daniel Novak and Xiaoyan Pan regarding the impact of mobile learning on students' learning behaviors, mobile students felt a stronger connection to the course material and their instructor than students who passively listened to their instructor's course material. Ben Bederson, an associate professor at the University of Maryland, who has been teaching CMSC198A: Special Topics in Computer Science for Non-Majors explains his views regarding traditional lecture and the lack of participation that normally occurs.

Growing Educational Apps For Mobile Devices Provide Innovative Teaching Tools
Applications or mobile apps developed for smartphone and tablet platforms contribute innovative teaching tools that can further enhance collaboration and participation among students and teacher. Apps such as Nearpod, iResponse and Schoology provide teachers with a digital classroom that can streamline content material and questions to students mobile devices while offering performance-based analytics and more to teachers. These apps give the unique ability for teachers to remain digitally connected with their students, allowing them to monitor each students progress and engage them through interactive learning. With active learning environments stimulated through these apps, students and teachers are able to have improved attitudes on learning as suggested by an exploratory research study on interactive technology in the classroom.

Desire for collaboration and interaction growing for
teachers utilizing technology.

JOUR289I Information 3.0: Exploring Technological Tools is a blended course at the University of Maryland that utilizes mobile devices and apps such as Nearpod during class time. Professor Ronald Yaros is able to actively engage students through Nearpod with multiple choice and free text response questions within his guided presentation of course material. Patricia Masigla, an undergraduate student currently taking JOUR289I with Professor Yaros reflects on the positive uses of Nearpod as opposed to traditional powerpoint presentations.

Although Mobile Devices Are Limited In Handling Some Course Content, They Still Promote Active Learning
The potential of mobile devices is not without some present limitations. Although there are a large amount of apps usable under smartphones and tablets, certain disciplines and course material are better handled with laptops, personal computers or even plain chalkboard. Professor Yaros' JOUR150: Introduction to Mass Communication course, another blended course that utilizes mobile devices, is able to utilize apps such as Videolicious and Audioboo to practice concepts of mobile journalism. On the other hand, there may be certain subjects, such as mathematics, that are traditionally explained best through chalkboard. Although innovative accessories such as bluetooth enabled laser keyboards are slowly improving the capabilities of smart phones and tablets, mobile technology has a long way to go before it is able to bypass certain technological limitations. Professor Bederson expands upon the limitations of mobile devices in regards to learning Computer Science in his classroom.

Overall, mobile devices have the potential to act as interactive response devices for blended courses. Although mobile devices themselves may not be able to improve or handle a certain course's material and content, smartphones and tablets can still provide incredible value as a means of digital participation, input and feedback. The educational value of smartphones and tablets can also be seen within the ability of students to access class content through their personal mobile devices, allowing students to learn on their own time, and quite possibly at their own pace outside of a constrained 50 minute class period all while remaining digitally connected to the class instructor. With proper integration of mobile devices, professors would be able to take a large diversity of information and understanding to further his/her teaching methods to meet student needs which can promote better pedagogy for future classes. As an interactive response device with a plethora of growing educational tools and apps, mobile devices can contribute to a more engaged and active learning environment.

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