Education Commons^™

Mobile Learning And Cognition, Helen Crompton, Diane Burke

Teaching & Learning Faculty Publications

The rise of mobile learning in schools during the past decade has led to promises about its power to extend and enhance student cognitive development – for example, by providing greater pedagogical opportunities for students (Mifsud, 2014). However, others claim that mobile devices are most often used to support traditional pedagogical approaches whereby students only passively consume content (Cochrane & Antonczak, 2014; Frohberg, Goth & Schwabe, 2009; Rushby, 2012). As schools invest resources in providing students with opportunities to use mobile devices as tools for learning, it is important to critically examine their use in practice.

The Role Of Mobile Learning In Promoting Global Literacy And Human Rights, Judith M. Dunkerly-Bean, Helen Crompton

Teaching & Learning Faculty Publications

In this chapter the authors review the fairly recent advances in combating illiteracy around the globe through the use of e-readers and mobile phones most recently in the Worldreader program and the United Nations Educational Scientific and Cultural Organization (UNESCO) mobile phone reading initiatives. Situated in human rights and utilizing the lens of transnational feminist discourse which addresses globalization and the hegemonic, monolithic portrayals of “third world” women as passive and in need of the global North’s intervention, the authors explore the ways in which the use of digital media provides increased access to books, and other texts and applications …

Towards An Innovative Approach For Teacher Education: Training Teacher To Train (Ttt) Model, Ferial Malaeb-Khaddage, Helen Crompton

Teaching & Learning Faculty Publications

The world is now connected virtual and mobile, it is currently going through a fundamental transformation in the way we humans work, perform tasks and activities. Automation and ‘thinking machines’ are replacing basic human tasks and jobs, and changing the skills that organizations are looking for in their people. In this paper, the authors discuss current technological innovations and how our world is changing rapidly in all aspects. New set of skills is needed; hence the authors focus on crucial practices and skills that are needed to be taught to harness our children for the future. The authors emphasis on …

Frameworks For Integrating Technology Into Optometric Education, Helen Crompton

Teaching & Learning Faculty Publications

(Introduction) Technology has driven a major societal change permeating the very traditions, beliefs and rituals of our social and work milieu. Following the revolution caused by the introduction of the Gutenberg printing press, the current digital epoch has been recognised as the second major event in history that has extended and enhanced access to information and learning (Brynjolfsson 2014; Topol 2015). Research shows that digital technologies can be used to provide educational opportunities that were not possible before this digital era. These technologies allow learning in contextualised settings and provide a variety of learning opportunities for those studying optometry (Yi …

Water, Food, Shelter And A Mobile Phone Mobile Learning Despite Crises Syrian Refugees' Case Study, Ferial Malaeb-Khaddage, Helen Crompton

Teaching & Learning Faculty Publications

This panel describes the refugees’ crisis and its impact on school age children. The focus is on the Syrian children refugees in Mount Lebanon, an area that is usually forgotten.

The United Nations offers schooling to primary school children in this remote region, but lack of resources in Mount Lebanon schools is evident, access to technologies and applications integration is very limited, and teachers’ frustration is obvious.

There are a quarter of a million Syrian refugees in the country who still do not have access to formal education in the Lebanese school system. The country is looking to integrate and …

Supporting Early-Childhood Teachers With Integrating A Humanoid Robot To Enhance Learning, Kristen Gregory, Helen Crompton, Diane Burke

Teaching & Learning Faculty Publications

Anthropomorphic robots are increasingly being used as a technology in early childhood settings, and they have been found to enhance social interaction (Tanaka, Cicourel & Movellan, 2007), support foreign language development (Mazzoni & Benvenuti, 2015), and gain student attention and interest (Ioannou, Andreou & Christofi, 2015). Furthermore, integrating a humanoid robot can provide affordances across all domains of the Head Start Learning Outcomes Framework: approaches to learning; social and emotional development; language and communication; cognition; and perceptual, motor and physical development.