09.+Mobile+&+Cloud+Computing

=Mobile and Cloud Computing=

media type="custom" key="8645512" Review 1. Mobile Instruction Technologies and the Culture of Education. There are some myths underlying educational technology. It makes education 1. cheaper 2. more accessible anytime, anywhere 3. more effective

It surprised me that “digital natives” do not consider an ipod for learning. So we are wrong when we say “let’s meet our kids where they are”, since they use ipods already, let’s integrate ipods in our education  and our kids will be all engaged and excited about learning . Th is research showed that more than 90% of uses were related to entertainment or social connection instead of learning.

Another  assumption is that being “nomads <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;">” this generation of learners can and <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;"> want to learn on the go. In this study when students used their iPods for learning they did it most <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;">ly <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">at home or at school. They found it hard to focus on learning in other environments. While on the go, they used iPods for entertainment, such as listening to music <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;"> instead <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">.

<span style="color: #1f497d; font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt 0.5in;"><span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Another aspect that stood out for me was how the mobile content was handled. Teachers created content as they thought appropriate and students were told the mobile content is <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;">optional <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">. The article does not detail what experience the teachers had <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt;"> in this study <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 11pt;">. Students commented negatively on formatting (power point presentation on small screen) and lack of integration of material (teacher never referred to the material in other teaching conditions).

<span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">Review 2. New artifacts – new practices: Putting mobile literacies into focus <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">The traditional view of digital literacy (DL) assumes the existence of universal competencies and skills. This article argues that DL should be considered in the social, cultural and group context in which it involves and practiced. DL of young Norwegians using SMS in 2010 is different from people using SIM switching and “dropped calls” in Bangladesh in 2007. <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">Missed calls: the caller hangs up before the called party answers the phone. This way the caller does not have to pay for the call. Mobile phone owners in Bangladesh normally have more than one SIM cards. They switch SIM cards to be able to avoid inter-network fees while expanding coverage area. To successfully use both of these cultural artifacts, one must obtain a wide range of skills. For instance, one needs to understand the service packages of various mobile providers and their tariffs, know which provider families, friends and other groups use and when. Information also changes rapidly, so keeping oneself updated is important. <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">The missed call practice is socially regulated and used as a signaling system. For instance, based on cultural norms, a man should not place a missed call to a woman or an employer to an employee. A newly married woman is not supposed to call her mother, so she places a missed call signaling her mom to call back. A husband calls his wife to check if she is on her phone with someone else. Parents expects their children to call to signal where they are. Multiple calls may mean urgency. The meaning of a call usually negotiated between parties. <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">The questions I am still thinking about are: <span style="color: #1f497d; font-family: 'Calibri','sans-serif'; font-size: 11pt; margin: 0in 0in 0pt;">Are there universal characteristics of DL or are there many different unique literacies based on culture, society, groups, location, age, gender and time? Who is responsible to define literacy? A body of organization or a group member of my community?

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