The Impact of Using Wireless in Education
(Handphone, PDA, Bluetooth etc.)
Hi! We meet again in the fourth posting. Do you know that devices such as PDA and hand phone have wireless technology? Frequently, wireless technology has been emphasizing in this era and the education sector is aware of this technology and start to implement it in the learning environment. It is hope that this reading provides you with information and insight regarding wireless technology in education.
Delivery method for education in today learning environment has changed due to the emerging of the wireless technology. It cannot be deny that this technology somehow have impact towards the learning system. As stated in Moody and Schmidt work in 2004, Sylvia Charp (2002) defined a wireless LAN (WLAN) as a local area network, not connected by cables or wires, which uses a wireless technology to carry information between the nodes of the network. Besides wireless technology, there are many others technology that involve in learning situation. For instance, in today learning environment, there are various ways of communicating which are via hand phone, PDA, Bluetooth and so forth that also known as mobile learning too which apply wireless technology in the devices. According to Peters (2007), “The advent of mobile technologies has created opportunities for delivery of learning via devices such as PDAs, mobile phones, laptops, and PC tablets.” Moreover, the researcher states that this type of delivery is m-Learning and can be considered as a sub set of e-Learning framework.
In addition, in tertiary education mobile learning has rising visibility and important (Traxler, 2007). It is said so because of the growing size and frequency of dedicated conferences, seminars, and workshops, both in the United Kingdom and internationally. Among of the events is, the International Workshop on Mobile and Wireless Technologies in Education (WMTE, 2002), the second WMTE was held at National Central University in Taiwan in March 2004 and Japan in 2005 and in Athens in 2006. It can be seen that there are also Asian countries participate in the mobile learning experience. On the other hand, it can be seen that many higher institution provide wireless access for their students.
Furthermore, mobile learning will support variety of learning aspects that are personalized, authentic and situated (Texler, 2007). Mobile learning also supports transmission delivery of rich multi media content, discussion and discourse, real time, synchronous and asynchronous. First, by personalized learning it recognizes diversity, differences, and individuality in the ways that learning is developed and supported. Students can learn according to their pace and will be more responsible toward their learning process. Second, authentic learning suggest that learning should be based around authentic tasks where students involve in exploration, inquiry and involve in social discourse. Hence, mobile learning will enable students to collaborate working even if the distance-learning students are far from each other. Lastly, situated learning which mean learning that take place in the course of activity, in appropriate and meaningful context (Lave & Wenger, 1991). Mobile learning can situate learners and connect learners for distance learning so it will be an immediate learning and major opportunity.
For advantages of wireless in education, it can be seen that by implementing wireless network instead of wired network, it provides flexibility by both parties that are students and education institution management. This is because access points can be easily added or upgraded without rethinking the entire infrastructure (Moody and Schmidt, 2004). Besides, wireless networks and devices are changing the face of the traditional classroom in three ways. First, everyone in the class can be forced to answer questions and provide their input. Second, their answers can be evaluated immediately, providing immediate feedback. Third, working in groups to solve problems, becomes easier to accomplish, which adds peer-to-peer learning to the equation instead of the teachers being the sole of information (Ciampa, 2003). Consequently, spoon-feed practice in schools can be reduced and this will help the students when they further their studies in tertiary level.
Despite of the advantages of implementing wireless technology in education, several factors need to be considered as well. For students, learning with mobile devices represents another step in the right direction but also presents some specific challenges. This involves the mobile usability. According to Kukulska-Hulme (2007), “Mobile usability can be regarded as an emerging specialism within the more general field of usability, which has also been evolving. Kukulska-Hulme (2007) also summarized the examples of usability issues in his research. First aspect that needs to be considered is the physical attribute of mobile devices. Student expresses discontent about the size and weight of their PDAs, insufficient memory, and short battery life. The memory is too small to save course resources, additional PDF, media files and etcetera. On the other hand, the small screen of the PDA also become part of the drawback especially for the sight impaired learners.
Second is regarding the content and software applications. Kukulska-Hulme (2007) stated opinion from other users that said, “Learning how to work with PDA takes more time than people first think, despite the apparent similarity to Windows applications.” Besides, the researcher also quoted Smordal and Gregory’s (2005) said, “Study showed up problems in cutting and pasting material from one application to another, which limited the usefulness of the PDA as a communication device.”
Third is about the network speed and reliability. Small screen and lack of keyboard is another PDA limitation as it is difficult when surfing the internet. Occasional weak signals and slow access to documents as a negative aspect of wireless connectivity within the education institution area also become one of the major problems. Lastly, Kukulska-Hulme (2007) included in Corlett and Sharples (2005) report about several usability that arose in their pen Tablet project that is difficulties in using the device outdoors due to excessive brightness. Some students also concern about the risk of losing laptop because it is risky being mugged. These devices also are sensitive towards the weather and cannot be exposed to rain and excessive heat.
The use of wireless technology and devices such as PDA, hand phone and so forth that support wireless technology has begun to emerge in the education field. In Malaysia itself, many universities have started implementing these technologies for the students’ benefits. Nevertheless, distance learning courses using PDA is not been applied in the universities and colleges yet such as in some educational institutions in the foreign countries where there are mobile learning projects based at The Open University, UK in 2001 and 2005 (kukulska-Hulme, 2007). In conclusion, regardless of the advantages to have wireless education, need to remember the disadvantages of wireless technology can bring and education institution is responsible regarding the designing, managing and securing the network.
References:
Moody & Schimdt. 2004. Going Wireless: The Emergence of Wireless Networks in Education.
Traxler. 2007. Defining, Discussing, and Evaluating mobile learning: The moving finger writes and having writ… . Volume8, Number 2. International review of research in Open and Distance Learning.
Peters. 2007. m-Learning: Positioning educators for a mobile connected future. Volume 8, Number 2. International review of research in Open and Distance Learning.
Kukulska-Hulme. 2007. Mobile Usability in Educational Contexts: What have we learnt? Volume 8, Number 2. International review of research in Open and Distance Learning.
Kwok. 2007. Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications. Volume 8, Number 2. International review of research in Open and Distance Learning.
Rekkedal & Dye. 2007. Mobile Distance Learning with PDAs: Development and Testing of pedagogical and system solutions supporting mobile distance learners. Volume 8, Number 2. International review of research in Open and Distance Learning.
(Handphone, PDA, Bluetooth etc.)
Hi! We meet again in the fourth posting. Do you know that devices such as PDA and hand phone have wireless technology? Frequently, wireless technology has been emphasizing in this era and the education sector is aware of this technology and start to implement it in the learning environment. It is hope that this reading provides you with information and insight regarding wireless technology in education.
Delivery method for education in today learning environment has changed due to the emerging of the wireless technology. It cannot be deny that this technology somehow have impact towards the learning system. As stated in Moody and Schmidt work in 2004, Sylvia Charp (2002) defined a wireless LAN (WLAN) as a local area network, not connected by cables or wires, which uses a wireless technology to carry information between the nodes of the network. Besides wireless technology, there are many others technology that involve in learning situation. For instance, in today learning environment, there are various ways of communicating which are via hand phone, PDA, Bluetooth and so forth that also known as mobile learning too which apply wireless technology in the devices. According to Peters (2007), “The advent of mobile technologies has created opportunities for delivery of learning via devices such as PDAs, mobile phones, laptops, and PC tablets.” Moreover, the researcher states that this type of delivery is m-Learning and can be considered as a sub set of e-Learning framework.
In addition, in tertiary education mobile learning has rising visibility and important (Traxler, 2007). It is said so because of the growing size and frequency of dedicated conferences, seminars, and workshops, both in the United Kingdom and internationally. Among of the events is, the International Workshop on Mobile and Wireless Technologies in Education (WMTE, 2002), the second WMTE was held at National Central University in Taiwan in March 2004 and Japan in 2005 and in Athens in 2006. It can be seen that there are also Asian countries participate in the mobile learning experience. On the other hand, it can be seen that many higher institution provide wireless access for their students.
Furthermore, mobile learning will support variety of learning aspects that are personalized, authentic and situated (Texler, 2007). Mobile learning also supports transmission delivery of rich multi media content, discussion and discourse, real time, synchronous and asynchronous. First, by personalized learning it recognizes diversity, differences, and individuality in the ways that learning is developed and supported. Students can learn according to their pace and will be more responsible toward their learning process. Second, authentic learning suggest that learning should be based around authentic tasks where students involve in exploration, inquiry and involve in social discourse. Hence, mobile learning will enable students to collaborate working even if the distance-learning students are far from each other. Lastly, situated learning which mean learning that take place in the course of activity, in appropriate and meaningful context (Lave & Wenger, 1991). Mobile learning can situate learners and connect learners for distance learning so it will be an immediate learning and major opportunity.
For advantages of wireless in education, it can be seen that by implementing wireless network instead of wired network, it provides flexibility by both parties that are students and education institution management. This is because access points can be easily added or upgraded without rethinking the entire infrastructure (Moody and Schmidt, 2004). Besides, wireless networks and devices are changing the face of the traditional classroom in three ways. First, everyone in the class can be forced to answer questions and provide their input. Second, their answers can be evaluated immediately, providing immediate feedback. Third, working in groups to solve problems, becomes easier to accomplish, which adds peer-to-peer learning to the equation instead of the teachers being the sole of information (Ciampa, 2003). Consequently, spoon-feed practice in schools can be reduced and this will help the students when they further their studies in tertiary level.
Despite of the advantages of implementing wireless technology in education, several factors need to be considered as well. For students, learning with mobile devices represents another step in the right direction but also presents some specific challenges. This involves the mobile usability. According to Kukulska-Hulme (2007), “Mobile usability can be regarded as an emerging specialism within the more general field of usability, which has also been evolving. Kukulska-Hulme (2007) also summarized the examples of usability issues in his research. First aspect that needs to be considered is the physical attribute of mobile devices. Student expresses discontent about the size and weight of their PDAs, insufficient memory, and short battery life. The memory is too small to save course resources, additional PDF, media files and etcetera. On the other hand, the small screen of the PDA also become part of the drawback especially for the sight impaired learners.
Second is regarding the content and software applications. Kukulska-Hulme (2007) stated opinion from other users that said, “Learning how to work with PDA takes more time than people first think, despite the apparent similarity to Windows applications.” Besides, the researcher also quoted Smordal and Gregory’s (2005) said, “Study showed up problems in cutting and pasting material from one application to another, which limited the usefulness of the PDA as a communication device.”
Third is about the network speed and reliability. Small screen and lack of keyboard is another PDA limitation as it is difficult when surfing the internet. Occasional weak signals and slow access to documents as a negative aspect of wireless connectivity within the education institution area also become one of the major problems. Lastly, Kukulska-Hulme (2007) included in Corlett and Sharples (2005) report about several usability that arose in their pen Tablet project that is difficulties in using the device outdoors due to excessive brightness. Some students also concern about the risk of losing laptop because it is risky being mugged. These devices also are sensitive towards the weather and cannot be exposed to rain and excessive heat.
The use of wireless technology and devices such as PDA, hand phone and so forth that support wireless technology has begun to emerge in the education field. In Malaysia itself, many universities have started implementing these technologies for the students’ benefits. Nevertheless, distance learning courses using PDA is not been applied in the universities and colleges yet such as in some educational institutions in the foreign countries where there are mobile learning projects based at The Open University, UK in 2001 and 2005 (kukulska-Hulme, 2007). In conclusion, regardless of the advantages to have wireless education, need to remember the disadvantages of wireless technology can bring and education institution is responsible regarding the designing, managing and securing the network.
References:
Moody & Schimdt. 2004. Going Wireless: The Emergence of Wireless Networks in Education.
Traxler. 2007. Defining, Discussing, and Evaluating mobile learning: The moving finger writes and having writ… . Volume8, Number 2. International review of research in Open and Distance Learning.
Peters. 2007. m-Learning: Positioning educators for a mobile connected future. Volume 8, Number 2. International review of research in Open and Distance Learning.
Kukulska-Hulme. 2007. Mobile Usability in Educational Contexts: What have we learnt? Volume 8, Number 2. International review of research in Open and Distance Learning.
Kwok. 2007. Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications. Volume 8, Number 2. International review of research in Open and Distance Learning.
Rekkedal & Dye. 2007. Mobile Distance Learning with PDAs: Development and Testing of pedagogical and system solutions supporting mobile distance learners. Volume 8, Number 2. International review of research in Open and Distance Learning.
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