Mobile learning a handbook for developers, educators, and learners scott mcquiggan

TableofContents
SeriesPage
TitlePage
Copyright
Preface
Acknowledgments
Chapter1:ChangingEducationwithMobileLearning
ABriefHistoryofEducationalTechnology:WhatWillRevolutionizetheSystem?
MobileLearning:ReachingKidsToday
WhatIsMobileLearning?
BenefitsandChallengesofMobileLearning
HowtoMakeMobileLearningWork
Conclusion
Notes
Section1:TheMobileClassroom
Chapter2:TheScienceofLearning
Introduction
InformationProcessingandLearning
OtherCriticalFacetsofLearning
ImplicationsforMobileLearning
Conclusion
Notes
Chapter3:WhatIsItaboutTheseDevices?
Connected
Aware
Multimodal
Familiar
Personal
Comprehensive

Consolidated
Portable
Relevant
Secure
Conclusion
Notes
Chapter4:CreatingtheMobileClassroom


TheoreticalFoundations
InstructionalMethods
Problem-Based,Inquiry-Based,andExperientialLearning
AlternativeLearningEnvironments
Conclusion
Notes
Chapter5:Higher-OrderThinkingSkillsandDigitalFluency
Higher-OrderThinkingSkills
LeveragingMobileLearning
CriticalThinking
ClassroomsforHigher-OrderThinking
Conclusion
Notes
Chapter6:InstructionalManagementandLevelsofTechnologyAccess
MobileLearningPrograms
LevelsofAccessintheMobileClassroom
1:Teacher
1:Many
1:1
BringYourOwnDevice(BYOD)
Conclusion

Notes
Section2:CreatingtheMobileLearningExperience
Chapter7:MobileTechnology'sDefiningFeatures
Hardware
Software
Accessories
Conclusion
Notes
Chapter8:TheEducationalAppDevelopmentProcess
ResearchStage:IsItaGoodIdea?
BuildingtheRightTeam:CapturingaVarietyofExpertise
BuildingtheApp
CaseStudy:AppDevelopmentatSASCurriculumPathways
Conclusion
Notes


Chapter9:DesignandUserExperience
DesigningaGreatApp:MakeItEasy
PuttingGreatDesigntoWork
Conclusion
Notes
Chapter10:Data,Evaluation,andLearningAnalytics
AskingtheQuestions
GatheringData
SampleDataCollection
MobileDataAnalytics:TurningDataintoInformation
Conclusion
Notes
Chapter11:TheBusinessofEducationalApps

TheEducationalAppMarketIs…
HowtoSellYourApp:PricingModels
HowUsersBuyYourApp
Marketing
Conclusion
Notes
Section3:MobileLearningforEveryone
Chapter12:InformalLearning
DevelopingLifelongLearners
BridgingFormalandInformalLearning
Conclusion
Notes
Chapter13:EngagingYoungUsers:AppsforPreschoolers
KeySkillsforPreschoolApps
WhatMakesanEngagingPreschoolApp?
Challenges
Conclusion
Notes
Chapter14:MakingAccessibleApps:AutismandVisualImpairment
Introduction
AdvantagesoftheiPadforSpecialPopulations
AutismandAutismSpectrumDisorders(ASD)
VisualImpairment


DevelopingAccessibleApps
Conclusion
Notes
Chapter15:BalancingPower:DataUse,Privacy,andDigitalCitizenship
Privacy

PrivacyLegislation
OpenIssues
DigitalCitizenship:TeachingResponsibleUse
Conclusion
Notes
Chapter16:MobileLearningTodayandTomorrow
Introduction
MakingMobileLearningWork
TheFuture
Conclusion
Notes
AppendixA:ListofAppsbyChapter
AppendixB:TheGreatAppChecklist
HowtoUseThisChecklist
TheGreatAppChecklist
Notes
AbouttheAuthors
Index
EndUserLicenseAgreement


ListofIllustrations
Figure1.1
Figure1.2
Figure1.3
Figure2.1
Figure2.2
Figure3.1
Figure4.1
Figure4.2

Figure4.3
Figure5.1
Figure5.2
Figure5.3
Figure6.1
Figure6.2
Figure7.1
Figure8.1
Figure8.2
Figure8.3
Figure9.1
Figure10.1
Figure11.1
Figure11.2
Figure13.1
Figure13.2
Figure14.1
Figure14.2
Figure14.3
Figure15.1
Figure15.2


ListofTables
Table2.1
Table3.1
Table4.1
Table10.1

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MobileLearning



AHandbookforDevelopers,
Educators,andLearners
ScottMcQuiggan
LucyKosturko
JamieMcQuiggan
JenniferSabourin


Coverimage:TammiKayGeorgeandLisaMorton
Coverdesign:TammiKayGeorgeandLisaMorton
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Preface
Mobilelearningisanexcitingandimportantmovement,inouropinion.We,theauthors,
arenotin-serviceteachers.WeareallemployeesatSASInstitute,aprominentstatistical
softwarecompany.WeworkonCurriculumPathways,educationalsoftwarethatSAS
providesforfreetoanyeducator.Weworkcloselywithteachersinthedevelopmentof
thiswebandmobilecontent,andourresearchandworkprovidesuswithanaltogether

uniqueperspective.Likescoresofeducators,researchers,developers,legislators,and
thoughtleaders,wethinkthatmobilelearningholdstremendouspromiseforour
educationalsystem,withthepotentialtounlockanewworldofeducationalopportunities
totoday'skids.
Weknow,foremost,thattohavequalityeducationalappsthatimproveeducation,
developersneedteachers,andteachersneeddevelopers.Thissymbiosisisvitaltothefield
ofmobilelearning,yetwefindlittlewrittenonthetopic.Inourdevelopmentpractice,
feedbackfromin-serviceteachersissovaluable,andfrequentlyleadstonewfeaturesor
newappsbeingcreated.Ifthereisonetakeawayfromthisbook,it'dbethatdevelopers
andteachers,thoughtheireducationandtalentsarelikelyverydifferent,shouldwork
togethertomakemobilelearningtoolsthataccomplishthegoalsoftoday'sclassroom.We
believethatmobilelearningholdstruepromiseforimprovingtheeducationalsystem,the
economy,andthefuturesuccessofourcountry.Butmakenomistake;actuallydelivering
onthepromiseofmobilelearningiswhollydependentonhavingexcellentteacherswith
excellenteducationalresources,suchasapps,attheserviceofourstudents.Throughthis
partnership,itisourhopethatasharedunderstandingofwhatmakesagreateducational
appcantakehold,shapingthefutureofmobilelearning.
Tofacilitatethismeetingoftheminds,thisneedformutualunderstandingand
communication,we'vestructuredthisbookasahandbookforbothteachersand
developers.InSection1:TheMobileClassroom,weofferapedagogicallybased
discussionofwhatmobiledevicesofferintermsofhowstudentslearn,fundamentalsfrom
thescienceoflearningthatapplytomobiledevices,aswellaslogisticsandtipsfor
variousimplementationsandtechnologicalset-upsthatschoolsmightoffer.Whilethis
sectionisgearedtowardeducators,thecontentprovidesvaluableinsightintohowand
whystudentslearn,thedemandsandlimitationsofthemodernclassroom,andthe
strategiesusedtointegratemobiledevicesintoeducation;therefore,thereisquiteabit
developerscangleanfromthissectiontobetterservetheiraudienceanditsneeds.
Section2:CreatingtheMobileLearningExperienceisdesignedtoprovidedevelopers
withtheinformationtheyneedtoentertheeducationalappmarketanddevelopquality
resourcesforteachersandstudents.Weofferdiscussionsofbusinessmodels,design

principles,bestpracticesfordevelopmentcycles,theuniqueteamstructuresthatenable
educationalappstocometofruition,andhowdataanalyticscanoptimizelearning.We
alsopresentthetechnologicalfeaturesandoffersomeguidelinesonhowtoincludewhat
isnecessarytomakeanappdowhatit'sintendedtodoandnotbeunreasonablylarge.
Again,whiletheintendedaudienceforSection2isdevelopers,wefeelthereisabenefit
foreducatorsaswell:anawarenessofhoweducatorsfitintothesoftwaredevelopment
process,therationalebehindbusinessmodelsintheeducationmarket,andhow
developersgoaboutevaluatingandrefiningtheirproduct,justtonameafew.


Oneoftheexcitingthingsaboutmobilelearning,inageneralsense,isthewide-reaching
opportunityitpresents.InSection3:MobileLearningforEveryone,wepresentthree
nichesthatareespeciallyprimedforimpactfrommobiledevices:informallearning,
preschool,andspecialpopulations.Theaccessibilityfeaturesthatmobiledevicesofferare
unprecedented,anddevelopersandteacherswillfindvaluableinformationonhowto
optimizeappfeaturesandhowtochooseaccessibleappsinthissection.Wefinishthis
sectionwithadiscussionofdataprivacyanddigitalcitizenship,twopressingissuesto
ensuresafemobiletechnologyuseforalloftoday'sstudents.
InourAppendicessection,weprovidealistofalltheappsmentionedinourbook,for
easyreference.Additionally,weofferadefinitivechecklistforeducatorstousewhen
determiningifanewappmeetstheirneeds.TheGreatAppChecklistaimstohelp
educatorssiftthroughwhat'soutthereanddeterminewhatmakesagoodapp.
Forthisbook,we'veintervieweddozensofin-serviceeducators,tobringtheirperspective
toyou,alongsideacademicresearch,popularpressarticles,andourexperienceas
developersofeducationalresourcesandapps.Themixofpracticaladvice,experience,
academicresearchandmethodologyisauniquewaytoframethefieldofmobilelearning,
butonewefeelisessentialtofullycomprehendingthepotentialandrealizingthepromise
ofit.

Acknowledgments
Thejourneyofwritingabookis,notsurprisingly,longandlaborious.Whenwestarted
ourresearchandwriting,wefeltwellpreparedasateamofwritersandexpertsinour
fieldswithcross-disciplinaryperspectives.Wewereexcitedtofillavoidwesawinthe
field:taketheworldastepclosertohavingatheoryofmobilelearningandcreatea
resourceforteachersanddevelopersintheprocess.
Whilewetrustedourownexperienceandskills,weknewwe'dalsorelyonothersto
completethisbook.Reviewers,artists,editors,educators,andintervieweesgivethisbook
alevelofcredibilityandexpertisewealonecouldn'thave.Wederivedsomuchvaluefrom
thefolkslistedhere.Wearedeeplygratefulforthehelp,insight,andfeedbackwereceived
alongtheway.Thistrulyshapedthisbookintowhatyouholdbeforeyou.
Firstandforemost,wearegratefultoJimandAnnGoodnightforsupportingusinthis
project,andfortheirgeneroussupportofeducation(mobileandotherwise).Weareso
appreciativeoftheleadershipandguidanceprovidedbyArmisteadSapp.Wearethankful
fortheamazinggroupofreviewerswhowerecandidandhelpfulwiththeirfeedback:
ElliotInman,RobertEpler,KristinHoffmann,andTimMcBride.
Wearesogratefulfortheartworkfromtheincomparableduo,TammiKayGeorgeand
LisaMorton,whocameupwiththecoverforthebookandsomanycreativerenderingsof
conceptsbasedonourconfusingnotes.Thankyousomuchforthedrawingsthatmake
thisbooksounique.
WearegratefultoWileyBusinessPressandSASPressforguidingusinoureffortstoget
thebookwewereenvisioningpublished,especiallyStaceyHamilton.Wealsoarevery
gratefulfortheresearchexpertiseofJenniferEvans.
Wemadeeffortstocontactasmanyteachersaswecouldinourresearchforthisbook,and
weareverygratefulforthefollowingeducatorswhoindulgedusbygivingusaglimpse
oftheirworld.Theywerehonestwithusabouttherealitiesofmobilelearninginthe
classroom,whatislacking,whatisamazing,andwhattheywishwasdifferent.Theseare
also,incidentally,theeducatorsandspecialistswhoareshapingthemindsofouryoungest
Americans,whichisacomfortingthoughttotheauthors.Thanksto:AmyWilkinson,Julie

Stern,RebeccaGoddard,TaraBrooks,andTriciaHudacek,totheteamofteachersat
BrentwoodElementaryinRaleigh,NorthCarolina(SeanRussell,LinneaCzerney,John
Silverthorn,EmilyHardy),andtheteachersatResearchTriangleHighSchoolinDurham,
NorthCarolina.Thankyoutoalloftherespondentstotheonlinesurveys,andtheteachers
whoattendedourfocusgroups.Wearealsoverygratefultothescoresofeducatorswho
aresharingtheirexperienceonblogsandTwitterintheefforttoimproveothers'usageof
educationaltechnology.
We'dliketothanktheotherexpertsweconsultedthroughourwriting:EdSummers,Diane
Brauner,EricaRoberts,GreerAukstakalnis,CarrieGrunkemeyer,KellyStewart,Jamie
Hall,andAaronMassey.
Thefeedbackfromcountlesseducatorswithquestions,suggestions,comments,and
recommendationsregardingthemobileappsfromSASCurriculumPathwayshasbuilt,
andcontinuestobuild,ourunderstandingofwhatmakesagoodapp.Weareparticularly


gratefulforthedevelopmentpartnershipwithGarrett-Keyser-ButlerCommunitySchool
District,andtheirleadershipfromDennisStockdaleandTonyaWeaver,whichcontinueto
informourowndevelopmentefforts.
AtSAS,we'rethankfulforthehelpofourcoworkers,specificallyKeliLloyd,Ottis
Cowper,ConnorHickey,AdaLopez,TrenaBrantley,andPhilIssler.Wearefortunateto
workwiththeSASCurriculumPathwaysteamthathasfundamentallyshapedour
understandingofmobilelearningdevelopmentandpractice.
Andfinally,eachofusisgratefultoourfamiliesandsignificantothersfortheirsupport
andunderstandingthroughthewritingofthisbook.



Chapter1
ChangingEducationwithMobileLearning
Wecannotalwaysbuildthefutureforouryouth,butwecanbuildouryouthforthe

future.
—FranklinDelanoRoosevelt

Inourever-changingmarketplace,today'sstudentsarebeingeducated,largely,forjobs
thathaven'tyetbeeninvented.Technologyisbeingcreatedandupdatedatafreneticpace,
andgrowingmorepervasiveandusefulwitheachstride.Asschoolsfacedwindling
resourcesandhigherstakesthanever,doesmobiletechnologyholdthekeytoimproving
theeducationalsystemandreengagingstudents?Mobiletechnologyoffersaplethoraof
featuresandbenefitsthatenableittobreaktheeducationalsystemwideopen,engaging
studentsinnewwaysandmakingeducationalexperiencesmoremeaningful,ifschools
caneffectivelyutilizestructured,integratedapproachesforimplementationofthisnew
technology.
Thisinterestinsmartphones,tablets,andlaptopsisamajoropportunitytopresentnew
andexcitingeducationalexperiences.Towhatextentareschoolscapitalizingonthis,
though?Andhowoftenaretheygettingintheirownwayinreachingstudents?One
teachernoteswithfrustrationthatherschoolhasseveraliPadcartsthatteachersare
encouragedtouse,butcellphonesarebannedcategorically.“Therearecertaintimeswe
mightbedoingalessonandsomeoneasksaquestionandIthink‘This'dbeagreattimeto
allgetoutourdevicesandlooksomethingup,’butwecan'tusecellphonesandhaveto
reserveouriPadcartsinadvance,sothemomentpasses.It'sfrustratingbecausealmostall
ofthekidshavephonesandtheirparentsarepayingfordataplansanyway,butwecan't
usethem.”1Ineffect,schoolswithpoliciesliketheseendupignoringthetechnologyand
theskillsetnecessarytoeffectivelyuseitinlearningandlife,leavingstudentsnotfully
preparedfortherealworld.
Inanotherschool,eighth-gradeteachershaveaccesstoiPadstheschoolhaspurchasedand
encouragesthemtouseintheirclassrooms.Teachersareexcitedtohavethedevices,but
don'treallyknowwhattousethemfor,andtheyoftensitunused.Whenaskedwhatshe
usesthemfor,oneteachersuggestedtheycanbeusedascalculators.Clearlyhandinga
devicetoateacherwithnoguidanceortrainingisnotawaytomakethebestuseofthis
expensive,Internet-connecteddevice.

Storieslikethese,ofschoolpolicybeingdictatedtoteachersandineffectivemobile
technologyuse,are,sadly,notdifficulttofind.Policiesthatcategoricallybancertain
devicesthatareusedineverydaylifearelazy,failingtoseethepossibilitiesthattheyhave
tochangeandimprovepedagogy.However,schoolsrealizeboundariesandacceptable
usesofmobiletechnologyneedtobeclearlydefined,buttheymaynotknowwhereto
begin.Ratherthanreimaginingeducationandfiguringouthowtointegratemodern
technologytoeffectivelyreachstudents,administratorstoooftenignoreandputupwalls
againstnewtechnologies.Wepresentthesestoriesnottodiscourageorsaythatthereare
simplytoomanyhurdlesandpoorimplementationsofmobiletechnology.Weofferthese
examplestoillustratethewidespreadmisunderstandingsaboutmobilelearningandour
needtoaddresssomekeychallenges.


Ignoringmobilelearningbecauseofpotentialdistractionormisuseresultsinmissed
opportunitiesforteachingtomorrow'scitizenshowtofindanduseaseeminglylimitless
sourceofinformationattheirfingertips.Mobiletechnologyoffersahugeopportunityto
revolutionizeeducationandlearning,ifknowledgeable,creative,andopen-minded
teachersandadministratorsembraceit.