Mobile and PDA Technologies Use in Education

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Table of Contents

Introduction
Literature Review
Conclusion
References

Introduction

We are beginning to see the revolutionary trend of education and in schools. Technology is now having an impact on teaching and learning. Mobile learning, or m-learning, which is conducted with the use of mobile phones or handheld computers like Personal Digital Assistants or PDAs, is gaining ground. This is interesting to many educators because of the way it is being imparted to the learners: education with no situated classroom, ignoring distance and time. The learners can now have access to education and to a vast amount of knowledge without much time and effort on both educators and learners.

Moreover, educators say that there is still not enough evidence from empirical studies as to the effects of mobile learning as compared to situated learning; meaning there is still much to be proven whether m-learning is that beneficial to education. Results of research and studies may prove otherwise.

It is a fact that things have become easy with the use of technology such as the Internet or the Worldwide Web and other Information Technology features, for example, software that make it easy for imparting education and knowledge to learners.

The term mobile is becoming so popular with the emergence of multiple hand-held technologies. Mobile seems a necessity in commerce and business. Mobile Internet service is popular throughout the world with internet connection.

Anyone can download from a wide selection of music melodies his/her favorite for a fee to get it to ring when the mobile phone receives a call or message (Barnes and Scornavacca, 2006, p. 1). This is very popular in Japan but is emerging to be popular worldwide.

On the other hand, in traditional education, knowledge, and information are transmitted from teacher to learner, and this is done using lectures, books, or handouts. In technology-supported learning, education is imparted using web pages, computer-assisted learning packages, or virtual learning environments.

First, there is eLearning, but now with mobile learning, we are beginning to see major changes. eLearning becomes mobile, which can be attained while a student is anywhere.

Literature Review

Some definitions of terms and phrases have to be initially discussed to make this paper more understandable.

PDA

A PDA is a computer-based handheld device that incorporates personal organizer tools. It also can exchange information easily with a desktop PC. PDAs were originally designed to act as electronic equivalents of diaries and personal organizers, but most can now perform a variety of additional functions. (Trinder, 2005, p. 8)

A PDA is designed to perform a specific activity, such as music, photography, or writing. It can share information with other computers or databases. (Norman 1998: 53, cited in Trinder, 2005, p. 9)

Some features of a PDA: Viewing through the LCD, one can write notes, do word searches, record ones voice, or listen to recordings, browse pictures and video clips. In short, a PDA is a handheld computer; at its early stage it had limited memory in its operating system, but with the introduction of more innovations on nanotechnology, PDAs have higher memory now.

Most PDAs do not have a physical keyboard and instead use some form of handwriting recognition. Handwriting recognition can be broadly divided into those that recognize cursive handwriting, and those notational systems that require each letter to be input in isolation.

Notational systems require the user to learn special strokes to represent each character. The most widely used is the Graffiti system found on PalmOS PDAs. PDAs using Graffiti have a special screen area for entering the strokes, divided into two input areas: one for entering a number, the other for entering letters and punctuation. Graffiti is quite easy to learn, as most of the shapes are very similar to the character they represent. (Trinder 2005, p. 12)

PDA Features for users with visual disabilities

PDAs use the speech recognition technique. Speech recognition converts speech into text allowing information to be spoken into a PDA. Such speech functionality can make PDAs more accessible to users with visual disabilities. There are also special Braille PDAs. (Trinder, 2005, p. 13)

Test-to-speech conversion enables a device to speak the contents of the display screen or file, e.g. a PDA could read an ebook. Many entry-level PDAs can be used as simple voice recorders or Dictaphones but do not have adequate processing power to provide speech recognition. (Trinder, 2005, p. 7)

Other uses of PDAs include:

a.) facilitate quick feedback of reinforcement and deliver interactive demonstrations and quizzes;

b.) provide immersive experiences (for example, foreign languages);

c.) enrich learning outside the classroom (for example, data collection in the field); and

d.) share information (Davis, 2009, p. 298).

Present PDAs can mimic PC-based technologies, the features include:

Notes and presentations, delivered with a PDA-enhanced or PDA-specific document reader such as Adobe Reader for Palm including Flash animations and sound files, or indeed just a PDA-based word-processor;
eBooks, such as the Mobipocket library, including textbooks and reference books; and
Websites and Virtual Learning Environments (VLEs) customized for PDA presentation, such as AvantGo, Blackboard-To-Go, or FirstClass (Kukulska-Hulme and John Traxler, 2005, p. 33).

Mobile Learning

Learning is mobile in terms of space, i.e., it happens at the workplace, at home, and places of leisure; it is mobile between different areas of life, i.e., it may relate to work demands, self-improvement, or leisure; and it is mobile with respect to time, i.e., it happens at different times during the day, on working days or on weekends (p. 152, Vavoula & Sharples, 2002, cited in Ryu and Parsons, 2009, p. 3).

The meaning of m-learning is broad. As stated in the preceding paragraph, it becomes mobile in different of life space, time, or attitude.

The concept of mobile learning promises users new and/or advanced user experiences, which are quite often markedly different from those afforded by conventional desktop computer-based learning systems (e-learning) (Ryu and Parsons, 2002, p. 3).

This means being mobile as one learns or studies. It is also revolutionary in the sense that learning is not the ordinary teacher-student interaction in a traditional classroom, but the students are away doing their other jobs or chores at home, or whatever, but still learning through a connection with the Internet.

Mobile learning uses mobile phones, smartphones, palmtops and handheld computers (PDAs), tablet PCs, laptop computers, and personal media players.

A mobile learning educational process can be considered as any learning and teaching activity that is possible through mobile tools, or in settings where mobile equipment is available (Andronico et al., 2004, p. 91).

It is considered as the future of learning or as an integral part of any other form of educational process in the future (Andronico et al., 2004, p. 90).

In the educational setting, there are lots of studies and research on m-learning purposely to know which learning models can help obtain better learning processes when communication is mediated by mobile devices, and how student mobility affects the learning process.

Vavoula and Sharples (2002, cited in Ryu and Parsons, 2009) state that Mobile learning should be viewed in particular settings, and integrated into our lives, which implicitly represents a seamless flow of learning experiences (p. 3).

Perceived benefits or advantages of Mobile Learning

Using laptops, students or those involved in continuing education can access the vast knowledge and information through databases and web libraries from a given website;
Students can also conduct online searches using the resources of the library or a scholarly Web site;
Work through problems using spreadsheet software.
Others can take online quizzes.
Conduct experiments in virtual science labs.
View online images and video clips.

An example of mobile learning is when train commuters, using third-generation (3G) mobile handsets, can access a multimedia-based English language learning tool supported by location software services.

This attractive pilot service, done by Koreans involved in lifelong learning, holds out the promise of unlimited access to educational resources beyond the traditional institutional boundaries, amalgamating currently separated learning activities into one with an integrated technology platform (Ryu and Parsons, 2008, p. 2).

eLearning

This is any form of electronically delivered learning material with an emphasis on Internet-based technologies (Brown, 2005, cited in Metcalf and De Marco, 2006, p. 2).

The difference between eLearning and mobile learning is that eLearning may or may not be mobile, but both use the tools of the Web and Information Technology in the conduct of learning and education.

Mobile learning, through the use of mobile technology, can allow access to learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. With mobile learning, learners will be empowered since they can learn whenever and wherever they want (Ally, 2009, p. 1).

Mobile learning is concerned with learner mobility, in the sense that learners should be able to engage in educational activities without the constraints of having to do so in a tightly delimited physical location. However, the concept of mobile education or mobile learning is still emerging and still unclear. How it is eventually conceptualized will determine perceptions and expectations, and will determine its evolution and future.

The case for mobile learning is driven by the imperative that it must deliver local efficiency gains and cost savings in short timescales. There is a powerful business case for looking at how mobile technologies can improve both business processes and corporate training (Pasanen 2003 cite in Kukulska-Hulme and Traxler, 2005, p. 40) if examined and developed in an integrated fashion.

The use of technology, especially networked computers used by distance learning students, has provided increasing support and richness for the discursive element of learning. (Kukulska-Hulme and Traxler, 2005, p. 34)

The strategies to support and enhance online educational conferences and meetings are now relatively stable and established (Salmon 2000, cited in Kukulska Hulme and Traxler, 2005, p. 34 ) and depend crucially on the idea of an e-moderator.

The idea of e-moderating naturally leads us to examine the idea of m-moderating, i.e. the idea of moderating for mobile learning. The goals and objectives are comparable but the different technologies may transform the nature of the interactions.

Some mobile technologies, mobile phones, and most PDAs support peer-to-peer communications that are analogous to e-mail and not necessarily visible to any moderator. (Kukulska-Hulme and Traxler, 2005, p. 34-35).

Studies on m-Learning

One example study of mobile learning was a three-year European project using smartphones to desktop PCs with an integrated and specially developed software system. It began in October 2001 and finished in September 2004 and is said to be successful, the impact of the project on its target group was positive and rewarding. (Attewell and Savill-Smith, 2004, cited in Kukulska-Hulme and Traxler, 2005, p. 35-36).

The project was funded by the European Commission under the Education Area of the Information Society Technologies (IST) Programme and was led by the UKs Learning and Skills Development Agency (LSDA).

The project addressed three social/educational issues relating to many young adults aged 16-24 in the EU, which are:

Poor literacy/numeracy
Non-participation in conventional education
Lack of access creating ICT haves/have-nots

The study proved beneficial in that it further pointed to the importance of mobile learning, especially to the chosen demographic.

There are also currently various software applications that have specific academic or pedagogic uses. Several of the bibliographic database market leaders (for example EndNote and Biblioscape) have versions for handheld computers or PDAs, and the same is true for the graphical tools that support mind-mapping or cognitive mapping. (Kukulska-Hulme and Traxler, 2005, p. 36).

At the Pennsylvania State University at Delaware County Geoscience students now use PalmOne PDAs to enter field data straight into a spreadsheet for analysis rather than using paper. (Kukulska-Hulme and Traxler, 2005, p. 36).

This is one of the important developments of technology use in m-learning and e-learning. The virtual paper replaces the real paper. But as to how this changes education and the concept of people to technology has still to be seen. More and more empirical studies have to be conducted.

In specific forms of guidance, for example, careers guidance, mobile technologies can take their place in the blend of learning technologies used to deliver content and support discussion on careers topics.

Some work for careers guidance with the aid of m-learning such as:

Group career education assignments as fieldwork, supported by e-mail or voice phone.
Individual assignments investigate specific occupations, using videophone or telephone to interview occupational experts.
Creating a vocational portfolio using picture messaging and text messaging.
Job search skills practice using videoconferencing. (Vuorinen and Sampson 2003, cited in Kukulska-Hulme and Traxler, 2005, p. 39).

On the other hand, universities and colleges now accredit students experiential and professional experience, and work-based learning is a growing component of many courses (Kukulska-Hulme and Traxler, 2005, p. 39).

Research on m-Learning

One major high-technology corporate using mobile devices to support training is CISCO. The company initially introduced PDAs widely for training but this has changed over time. This was because the company felt that several issues stood in the way of wider deployment of PDAs: buying PDAs was an additional cost when employees already had laptops.

PDAs are now seen as being good for knowledge management, i.e. as repositories of reference materials such as glossaries, maps, or diagrams and for quick access. They are no longer considered good for what is seen as learning. Some materials are still provided for optional download to individuals PDAs. (Kukulska-Hulme and Traxler, 2005, p. 40)

The future of PDAs in the application of education is bright and promising. They are an aid/tool to enhance learning for all kinds of individuals, especially the disabled.

In their article Designing Models and Services for Learning Management Systems in Mobile Settings, Andronico et al (2004) commented on their study which aimed to investigate the use of mobile computing technologies to support the learning process in a University context (p. 90).

The study had three main areas, namely: first was concerned with finding effective models for mobile learning; the second was on the evaluation of learning processes in mobile learning environments; and the third focused on the technological aspects of mobile learning, and their integration with e-Learning systems, and more generally, with the information systems of the academic institutions (Andronico et al, p. 90).

The researchers took into consideration that the m-learning term is quite new or it appeared for the first time, hence they had to investigate the cognitive and pedagogical aspects of it. They investigated how useful mobile computing devices could be for reading or for workplace activities based on studying activity theory; directions to application designers for the areas where the mobile devices should be most useful; the theories analyzed by other researchers on adult informal learning. (Andronico et al., 2004, p. 91).

The objectives of the study were:

adoption of a well-tested e-learning platform adapted to the usage of mobile devices
Implementation of mobile computing services in a University setting
Study of learning models linked to mobile technologies
Study of learning evaluation models based in an m-learning environment.

The research also investigated the context of lifelong learning. The stress was on communication and human-centered systems design. Similar in some concepts to HandLeR is the project undertaken at the Tampere University of Technology where PDAs are used for mathematical education of children (Andronico, 2004, p. 93).

Lifelong learning is continuing education, a process of individual learning and development that is ongoing from across ones lifespan. It is broad and encompasses such areas as education policy, learning theory, human resource management, information technology, etc. Since most of the learners of lifelong education are mobile, many of them are employed who need further knowledge and training in their job.

In the research, the electronic device was used to measure the knowledge level of the students and find and adapt the learners speed in learning.

The study showed positive results on learning. It also found out that introducing new forms of teaching such as using a standard tool for drawing on PDA, make students spend more time working on that subject, compared to the other subjects; the researchers thought that PDAs and other mobile devices should be seen more like an extension rather than replace existing learning tools; and that not all kinds of learning content and/or learning activities are appropriate for mobile devices. (Andronico et al., 2004, p. 91)

Accessibility and m-Learning

The importance of mobile learning to accessibility cannot be underestimated. It is a significant factor in the provision of learning and training and is the key to strategies to support inclusion, participation, and diversity within education and training (Phipps et al. 2002, cited in Rainger, 2005, p. 57). This factor is significant in helping disabled people through inclusive product design, and as part of social responsibility.

Conclusion

There are positive results in the application of technology in education, particularly mobile education.

PDAs and m-learning have a bright future in e-learning. It is a must for students involved in m-learning to have PDAs, and the features of PDAs have enabled easy access to the Internet. The Internet on one hand is a necessity of m-learning. PDAs cannot be so useful without the Web. In other words, what goes together must be provided: the Internet, Information Technology, or the software necessary for imparting education and learning, and the PDAs should go together. They are a students need in the present high-tech world.

The new application in education can be beneficial to many sectors, particularly to anyone involved in the so-called continuing education, and to the sector requiring accessibility, or the disabled.

This revolutionary trend in education should be encouraged. M-learning, which is conducted with the use of handheld computers such as PDAs can be beneficial to both learners and educators, and also to commerce. The way education and learning are imparted allows speed and accessibility to anyone. It ignores distance and time.

References

Ally, M., 2009, ed. Mobile Learning. Canada: Athabasca University Press. ISBN 1897425430, 9781897425435
Andronico, A., Carbonaro, A., Colazzo, L., and Molinari, A., Ronchetti, M., and Trifonova, A., 2004. Designing Models and Services for Learning Management Systems in Mobile Settings. In Crestani, F., Dunlop, M., and Mizzaro, S. Eds. Mobile and Ubiquitous Information Access. Berlin Heidelberg, Germany: Springer-Verlag. ISBN 3-540-21003-2, p. 90-91
Barnes, S. and Scornavacca, E., 2006. Unwired Business: Cases in Mobile Business. United Kingdom: IRM Press.
Davis, B. G., 2009. Tools for Teaching, Second Ed. San Francisco, CA: John Wiley & Sons.
Kukulsca-Hulme, A., 2005. Introduction. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Metcalf II, D. and De Marco, J., 2006. mLearning: Mobile Learning and Performance in the Palm of Your Hand. Amherst, MA: HRD Press, Inc.
Rainger, P., 2005. Accessibility and Mobile Learning. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge. p. 57
Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Ryu, H. and Parsons, D., 2008. Innovative Mobile Learning: Techniques and Technologies. United Kingdom: Information Science Reference, ISBN 1605660620, 9781605660622
Traxler, J., 2009. Current State of Mobile Learning. In Ally, M., 2009, ed. Mobile Learning. Canada: Athabasca University Press. ISBN 1897425430, 9781897425435, p.
Trinder, J., 2005. Mobile Technologies and Systems. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge. p. 7
Trinder, J., Magill, J., and Roy, S., 2005. Expect the Unexpected: Practicalities and Problems of a PDA Project. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.

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