CRI-projects day MOBILE APLICATION FOR MOBILE LEARNING Galit Botzer and Michal Yerushalmy The Institute for Alternatives in Education Faculty of Education University of Haifa, Israel

CRI-projects day Math4Mobile project Development and research of mathematical applications for cellular phones Developers: Michal Yerushalmy Michal Yerushalmy Arik Weizman (software and site), Zohar Shavit (software), department of computer science Arik Weizman (software and site), Zohar Shavit (software), department of computer science

CRI-projects day IT and Technology in Math Ed math4mobile First waveSecond wave Third wave

CRI-projects day The 3 rd Wave – Ubiquitous Computing The 3 rd Wave – Ubiquitous Computing Ubiquitous is being everywhere, omnipresent Alan C. Key: Invisible computing meant to be working in the background of human beings and supporting their lives. It is sometimes described as “calm” and “human” technology.

CRI-projects day Invisible computing Arun Kumar Tripathi in Reflections on Challenges to the Goal of Invisible Computing Ubiquitous Computing is roughly the opposite of virtual reality (VR), where virtual reality puts people inside a computer-generated three dimensional world. Ubiquitous computing forces the computer to live out here in the world, make connections with people.

CRI-projects day Learning with mobile devices Socio-cultural aspects Mobile technology has the potential of improving classroom dynamics owing to their computation and communication capabilities, which augment face-to-face interactions Mobile technology has the potential of improving classroom dynamics owing to their computation and communication capabilities, which augment face-to-face interactions Supporting collaborative learning scenarios and the creation of a community in which learners can work together, share knowledge, inspire each other, and interact socially Supporting collaborative learning scenarios and the creation of a community in which learners can work together, share knowledge, inspire each other, and interact socially Learning in context Embedding the learner in a realistic context at the same time as offering access to supporting tools can enhance the active construction of personal knowledge Embedding the learner in a realistic context at the same time as offering access to supporting tools can enhance the active construction of personal knowledge

CRI-projects day Using mobile devices to enhance mathematics learning Enhancing mathematics learning by providing a 1:1 student: device ratio and by enabling ready-at-hand access to technology throughout the school day and the learner ’ s personal life. Roschelle, Patton and Tatar 2007

CRI-projects day Design consideration for Learning with mobile phones Turning the “ dangerous ” tool into a constructive one: “ The idea of putting the damn cell phones to some good use is absolutely brilliant ” Turning the “ dangerous ” tool into a constructive one: “ The idea of putting the damn cell phones to some good use is absolutely brilliant ” Unique features rather than replicating PC features Unique features rather than replicating PC features Personal communication: connectivity, collaboration, sharing work & applications via sms Personal communication: connectivity, collaboration, sharing work & applications via sms Personal use: small screen, handy, limited keyboard Personal use: small screen, handy, limited keyboard Exploiting the availability of cellular accessories such as cameras to enhance the learners ’ engagement with mathematics learning. Exploiting the availability of cellular accessories such as cameras to enhance the learners ’ engagement with mathematics learning.

CRI-projects day The Math4Mobile application Graph2Go a special-purpose graphing calculator that operates for given sets of function expressions. Its unique feature is enabling the dynamic transformation of functions. Sketch2Go encourages visual exploration of phenomena (e.g., physical temporal phenomena) by providing qualitative indication of the ways in which the sketch drawn by the user changes. The sketch motivates learners to experiment with a given situation, analyze it, and reflect upon it.

CRI-projects day The pilot case study Participants: two pairs of mathematics major students studying for a teaching certificate. Participants: two pairs of mathematics major students studying for a teaching certificate. The course: Mathematics methods course, which was focused on collaborative project activities supported by technological tools. The course: Mathematics methods course, which was focused on collaborative project activities supported by technological tools. The technology: Students were equipped with the necessary mobile phones The technology: Students were equipped with the necessary mobile phones The learning setting included face-to face activities and mobile activities alternately. The learning setting included face-to face activities and mobile activities alternately. Data collection: Face-to-face activities were videotaped, participants kept personal diaries to document their work and summarizing interview was conducted. Data collection: Face-to-face activities were videotaped, participants kept personal diaries to document their work and summarizing interview was conducted.

CRI-projects day A mobile learning scenario ab Amman Videotaped two kids walking and sent the video to her mats via MMS Dana used the sketch2go to construct graphs showing the boy and the girl walking and sent Amman via SMS Amman approved that the graph where correct and sketched the graphs in her diary

CRI-projects day A mobile learning scenario- (Continued) Ziva Videotaped water purring into two glasses of different shapes Ana and Amman used the grap2go application to graph water height vs. time Ziva sent her colleagues SMS and asked them to review their graph Amman sent another graph representing rate of change Vs. time and Ziva confirmed that the graphs were correct

CRI-projects day Aspects of mobile learning The active engagement in the modeling of real world phenomena can be attributed to three main aspects: The active engagement in the modeling of real world phenomena can be attributed to three main aspects: The mobility of the learning environment The mobility of the learning environment Communication capabilities of cellular devices Communication capabilities of cellular devices Handy and easy to use applications Handy and easy to use applications

CRI-projects day Conclusion We found that the contribution of the mobile environment lies not only in making dynamic mathematical application more available, but also in supporting the execution of mathematical tasks that are closer to the students ’ experiences and more relevant to them and supporting the creation of community of learners Further challenges Didactical challenge: how the instructor can guide students during mobile learning activities? Methodological challenge: how researchers can fully document learning processes in mobile learning setting?

CRI-projects day Acknowledgments The support of Eurocom Israel for this Study is Gratefully acknowledged