Conceptual tools for planning for the wireless classroom

Abstract

Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognise the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. The approach taken in the work reported in this paper has been to create conceptual tools that help thinking and talking about technology‐supported collaborative learning. A particularly powerful tool is Collaborative Design Patterns, which captures common learning situations and benefits in written form. This paper uses four classroom scenarios to describe eight patterns. These patterns fall into two categories: whole‐activity patterns, which suggest ways to organise one or more class periods, and smaller‐grained support patterns.

Code talk: Student discourse and participation with networked handhelds

“…Early investigations of interactive handheld use outlined a number of promising designs for classroom collaboration (i.e., DiGiano, Yarnall, Patton, Roschelle, Tatar, & Manley, 2003, Pinkwart, Hoppe, Milrad, & Perez, 2003. Kaput (2000) notes that such instructional designs for networked devices inherit long pedagogical traditions of classroom activity, organized at one of three levels-the whole (teacher-led) class, small groups, or individual students.…”

An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1

“…The recent advances in mobile technology have paved the way for mobile learning, hereafter m-learning (DiGiano, et al, 2003). The literature review for this chapter found no consensus about the current state of m-learning.…”

Contribution of new technologies to pedagogical interaction management in a class

“…Following this first step, each group has to take into account the global discussion and adapt each solution in order to make it coherent with it. DiGiano, Yarnall, Roschelle, Tatar and Manley define eight Collaboration Design Patterns for classroom activities in a wireless classroom [9,10]. Each pattern describes a collaborative pedagogical scenario.…”

“…Today, mobile and wireless devices are extensively included in new pedagogical organizations [9,10]. The frontiers of the classroom are not clearly defined [4,6,11].…”