Handheld Learning

Our focus this week has been on handheld learning.  Our task was to create a learning scenario for a group of primary 6 children that incorporated handheld devices (iPhone, iPod touch, iPad).  We decided to do a QR treasure hunt.  Below is a picture of a QR code I have created:

QR codes are similar to barcodes.  Once a QR code is scanned, information appears on the device you used.  Should you wish to learn more about how QR codes work and the differences to a conventional barcode then please read this guide by Laura Marriott.

In our activity, the children worked in groups of 3 where they scanned QR codes with an iPhone.  They then completed the task which appeared on their iPhone, and then followed the instructions to find the next QR code in the treasure hunt.  When designing the QR codes for our treasure hunt, we did so in a structured and organised manner, making the activity run smoothly.  The children really enjoyed this part of the activity and benefited greatly from using the iPhones in the treasure hunt. 

Attwell (2004) lists five benefits when using handheld learning effectively:

“• allows truly anywhere, anytime, personalised learning

• can be used to enliven, or add variety to, conventional lessons or courses

• facilitates both individual and collaborative learning experiences

• can be used to remove some of the formality which non-traditional learners may find unattractive

• has been observed to help young disconnected learners to remain more focused for longer periods”

Attwell J. (2004) cited Tonner S. (2012).

These benefits were evident when the children were engaging in the QR treasure hunt.  They were completely focused on the task and thoroughly enjoyed themselves in the process.  The children also worked together and exchanged ideas effectively to complete each task, thus enhancing their social development and communication skills.  The children also problem solved in many tasks as we didn’t give initial instructions of how to use all applications on the iPhone.  For example: where to find the video recorder and how to use it.  We let the children explore and discover the iPhone themselves in order to complete each task, fulfilling the Curriculum for Excellence (CfE) principle challenge and enjoyment.

On completion of the QR treasure hunt, the children were back at the University room where they began.  Our lecturer, Sharon, then explained how to use the application iBook Creator which the children then used to make a scrapbook of their adventure on the QR treasure hunt.  The children did not seem to engage with this as much as they did on the QR treasure hunt and I believe this was the case for a number of reasons.  However, I believe the main reason was because 3 children were sharing an iPhone, making it difficult to all participate at the same time due to the screen being so small.  I believe for this reason it was physically not possible for all 3 children to be actively engaged and participating at the same time when using iBook Creator.

In my opinion, the ideal situation would be for each child to have an iPhone to themselves where they could work on their own scrapbook but also communicate with the members of their group, helping one another.  The reality, however, is unfortunately unlikely at this time in primary schools due to a lack of funding.  Then again, the Government has made it clear that “technology should no longer be treated as an optional extra but as a necessity” Pinder A. (2008).  Going back to my previous post, the Future of Handheld Learning, you never know what is around the corner.  In a few years time each school may have invested in a set of 33 iPhones that can be shared within the school, allowing children to obtain the most learning when using these handheld devices.  I most definitely hope this does happen as I believe it will certainly provide an opportunity where the CfE principle personalisation and choice can be met.

References

Attwell, J. (2004) cited Tonner S. (2012). Handheld Learning. Dundee: University of Dundee.

Scottish Government (2008). Curriculum for Excellence: Principles for curriculum design. Edinburgh: Scottish Government.

Available:http://www.ltscotland.org.uk/understandingthecurriculum/howisthecurriculumstructured/principles/index.asp  [Last accessed: 21.2.12]

Pinder A. (2008). Andrew Pinder on Handheld Learning. (Don’t know where it was published): Learning Without Frontiers Ltd.

Available: http://www.handheldlearning.co.uk/content/view/58/60/ [Last accessed: 19.03.12]