Dr Ann OomsDr Stuart Downward
Kingston University, LondonUnited Kingdom
Educational Use of Mobile Technologies
A Review of the Literature
Overview 2001 Cox-Peterson & Melber2001 Kakehi, Kura, Kusaka, Fujino, Fujimoto &
Takahashi2002 Hersthammer, Fossen, Sautter, Sæther &
Johansen2007 Bergin, Anderson, Molnar, Baumgartner,
Mitchell, Korper, Curley & Rottmann2007 Fletcher, France, Moore & Robinson2007 Marskall, Stokes, Truscott, Bridge, Magnier
& Calderbank2008 Lynch, Bednarz, Boxall, Chalmers, France &
Kesby
Cox-Peterson & Melber (2001)“Using Technology to Prepare and Extend
Field Trips.” The Clearing House.Location: United StatesLevel: K-12Recommendations – not research basedPrepare students prior to field trip
On-line resources of museums, zoos, aquariums
Decrease novelty effect because students will know what to expect
Teachers can find information about location, discounts, opening times, etc.
Cox-Peterson & Melber (2001)Connecting with curriculum
Websites: databases, puzzles, additional information to add depth, curricular materials for educators,
Sharing field trip memoriesUse digital (video) cameraStudents develop a multimedia presentation
or narrativesVirtual trips
Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)“Development of eTrip System: Collaborative
Learning Platform for a Field Trip.” WebNet 2001: World Conference on the WWW and Internet Proceedings, Orlando, FL.
Location: JapanLevel: High SchoolEvaluation eTrip System
A collaborative learning platform for school education over the internet that supports the learning flow for a field trip: pre-during – post
Student-extended databaseElectronic bulleting board Accessible by students, teachers, experts, parents,
other schools
Kakehi, Kura, Kusaka, Fujino, Fujimoto & Takahashi (2001)Pre field trip
Students search for information in the databaseStudents submit reports to the databaseStudents discuss on electronic bulletin board
During field tripStudents record the experience (are given: digital
camera, GPS, Notepad, Cellular phone)Students submit report to the database via
templateStudents look at other students’ reports
Post field tripStudents write full reportStudents present in class
Hesthammer, Fossen, Sautter, Sæther & Johansen (2002)“The use of information technology to enhance
learning in geological field trips.” Journal of Geoscience Education, v. 50, n. 5, November, 2002, p. 528-538.
Location: Norway – on a field trip in Utah (geological and geophysical problems relevant for oil and gas exploration)
Level: University Experiment: two groups
Advanced flight (field) simulatorCombines topography with any type of attribute such as
geological maps, topographic maps and satellite images – 3D visualization of topography
Digital camera and Portable PC – in groups – problem-based learning
Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)“Providing remote accessible field trips
(RAFT): an evaluation study.” Computers in Human Behavior, 23, p. 192-219.
Location: United KingdomLevel: 11 to 18 year old students2 studies: linking field and classroom
studentsVideo-interactive trials (students communicate
with remote experts at their place of work)21 studentsAge: 13-14
Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)
Data-transfer and role assignment trials (field and classroom students interact - synchronous) Students in field trips transferring information to students in
classroomStudents in field tips had specific tasks/roles assigned60 students Age: 11-18
ResultsStudent interest in the topic increased significantly (p <
0.05) RAFT is a motivating experience for both classroom and
field studentsEqual levels of interest for classroom and field studentsField students benefited more than classroom studentsNo gender difference
Bergin, Anderson, Molnar, Baumgartner, Mitchell, Korper, Curley & Rottmann (2007)Results
Increased interest in technology for femalesOverall a positive and engaging experience
for students
Fletcher, France, Moore & Robinson (2007)Practitioner Perspective on the use of
Technology in Fieldwork Teaching”. Journal of Geography in Higher Education, Vol. 31, No. 2, 319-330.
Location: United KingdomLevel: Higher EducationMethodology
Questionnaire to GEES departments in HEExpert group meeting
Fletcher, France, Moore & Robinson (2007)Results
Hardware used: Desktop computersLaptop computersGPSPalmtop/handheld computerMobile phoneDigital camera
Software used:Spreadsheets: 50%Presentation applications: 40%
Absence of a widespread pedagogic drive for use of technology
Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)E-learning for Geography’s teaching and
Learning Spaces. Journal of Geography in Higher Education, Vol. 32, No.1, 135-149
Level: higher educationExamples of e-learning using a variety of
technologiesCommunities of learners: Blackboard, WebCTMobile learning: access to resources anytime
anywherePodcastingDistance/blended/flexible learning
Lynch, Bednarz, Boxall, Chalmers, France & Kesby (2008)Geography’s learning spaces: 3D
Face-to-face – blended – onlinePassive learning – interactive learningLow technology use – high technology use
ConclusionUse of technology to support student
learning on fieldtrip is under-researchedSeveral papers provide examples but little
supported by research data