On the basis of research, my earlier blog ‘Medium or Method?’ suggested that it “may be simplistic to conclude that either the use of digital technology or lesson content enhances results", rather that "both conjointly contribute to improving learning outcomes". As such, while optimising design to encourage learning, participation and engagement is important, the best tool or tools to facilitate the desired outcomes must be given equal consideration. This blog touches upon two of the tools that could be utilised for LLN tutoring – computers and mobile phones – and briefly outlines how they have changed over time with the advancement of technology.
In the
early days of the Web, while there were a handful of bulletin boards in existence that permitted public contribution, information
was predominantly 'read only' and disseminated by way of hyperlinked textual information (Lankshear & Knobel, 2006; Mills, 2010) - a format that, by today's standards - is somewhat dull and unappealing.
Further, many households did not have computers, and for those that did,
internet access was generally via dial-up modem (Statistics New Zealand, 2009),
a slow means of accessing material, and unsuited for viewing multimedia
content.
The advent
of faster internet connections and the advancement of digital technology made multimedia
content viable, and paved the way to the increasing inclusion of images, sound clips, and video
content. Such were the changes precipitated by digital
advance that Kress (2005) foresaw two primary transformations in how information would be conveyed
– firstly that images would supersede text as the dominant mode of
communication, and secondly that the spatial design of computer screens would supplant
the historical left-to-right layout of books.
Both of these factors are highlighted in the ‘Scale of the Universe’ (Huang
& Huang, 2012) – a site that, while it includes textual information, conveys
perspective and meaning primarily through the avenue of clickable images.
 |
| A timeline illustrating the comparative recency of social media content on the internet - click to enlarge (Growth5, 2009) |
With the
introduction of multimedia content, not only has there been a change in what is displayed, but also in the nature of the content itself. Web 2.0, as it is known, has become increasingly participatory (Lankshear & Knobel, 2006), as indicated by the timeline of social media content on the left. This applies
not just to social communication sites such as FaceBook, but also to sites with an educational
slant such as wikis and many others that offer games and activities where
one manipulates on-screen objects by clicking or dragging and dropping. Several such examples, useful for LLN students,
can be viewed on the BBC’s Skillswise website.
It seems
then that there is now a wealth of interactive and engaging material available,
with the proviso that one has access to a computer and to the internet. However, in the area of Adult Community
Education, funding has remained static in comparison to that afforded to other providers such as ITPs (Tertiary Education Commission, 2008), resulting
in very real financial constraints, constraints that are often paralleled in
the personal lives of students. As a
result, computer-based teaching, for all its potential opportunity, may not be
a viable option.
Fortunately
this does not preclude the use of digital tools, as another possibility that
presents itself is the use of mobile phones.
As highlighted in the clip below from
the Mind Matters show (Pohlman & Dubick, 2013), ten years ago mobile phones
were only capable of texting or calling, but today’s smart-phones have inbuilt cameras,
sound and video recorders, and internet access.
The capabilities of cell phones have increased dramatically in the past decade
Pohlman and Dubick (2013)
Pohlman and Dubick (2013)
As such, I
believe the use of these phones is a worthwhile option to further explore for
use with ACE students. Device ownership,
even for more mature users, has sharply increased in recent years (Statistics New Zealand, 2013), therefore there is more certainty of tool availability, and
of students’ previous exposure to, and familiarity with, use. Various possible uses have been explored, for example speaking practice for ESOL students and answering questions via text, as demonstrated
in Abajian, Lopez-Mercedes and Holzknecht’s (2011) YouTube clip. Davis (2012) speaks of students taking photos or making videos directly related to workplace
or study tasks, and an indication of
the possibilities afforded by mobile apps for educational purposes is
evidenced by the recent release in New Zealand of Te Punamawa, described
as "the world's first Maori language and culture mobile app course" (Maori Multimedia Ltd, 2014).
Alternately,
in one-to-one tutoring situations, or where students’ phones may be text-only,
options still remain such as responding to SMS communication or questions from
the tutor, working with predictive text, practising message taking techniques,
and using the inbuilt calculator. The use of mobile phones
may help to maintain student engagement and strengthen tutor-presence, both of
which are important considerations, as discussed in my blog ‘Student Engagement’.
Link to references
Link to references
