Following up on my work with mobile learning and mobile computing devices, I’m proud to announce that I will have a new book chapter coming out soon. Here’s the title and abstract info.

Using Mobile Devices to Support Formal, Informal & Semi-formal Learning
Uses and Implications for Teaching & Learning


Mobile devices are ubiquitous. They are often invisible to accomplish our everyday tasks and learning goals. This chapter explains how individuals learn using mobile devices during their daily lives—within K-12 schools, higher education, and outside of educational institutions altogether—with specific attention to STEAM disciplines. First, brief definitions of mobile devices and mobile learning are presented, then types of learning, i.e. formal, informal, and semi-formal, are discussed. Next, seven categories describe how mobile devices have been used for teaching and learning with examples as appropriate from STEAM disciplines: (a) increasing access to student information and campus resources, (b) increasing interaction with learning contents, (c) creating representations of knowledge, (d) augmenting face-to-face instruction, (e) supporting performance and decision-making, (f) enabling personalized learning, and (g) deploying instruction. Finally, five implications for employing mobile devices for teaching and learning are discussed.

Our chapter is part of a book titled, Full steam ahead: Emerging technologies for STEAM edited by Xun Ge, Mike Spector & Dirk Ifenthaler. If you would like to have a preprint copy of the chapter, just let me know.  It’s still in production right now.

TechTrends cover imageI’m excited to share about a new manuscript that was just accepted for publication.  “Teaching and learning with mobile computing devices: Case study in K-12 classrooms” was accepted by TechTrends today.  But what is special about this publication is that it was a collaboration among a doctoral course where we planned, conducted, analyzed, and wrote up the research.  In addition it was presented at AECT as a featured research presentation.  So, for many of my co-authors on this manuscript, this is their first academic publication.  Congratulations to the co-authors: Suha Tamim, Dorian Brown, Joe Sweeney, Fatima Ferguson, and Lakavious Jones!  I’ve share the abstract below:

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the early uses of mobile computing devices in these K-12 classrooms. With data from nine purposively selected teachers, participant descriptions were developed and five themes emerged that included (a) ownership and control impacted use of mobile computing devices; (b) administrators champion teachers’ uses of mobile computing devices especially for student accountability; (c) teachers use devices to enhance their curricula and as motivation for their students; (d) teachers receive and seek out relevant professional development; and (e) technical issues were common, but support was available. Implications of these themes are also considered.

If you would like to have a copy of the manuscript prior to publication, just let me know by email, and I will send one to you.

I’m proud to announce that I will have a new book chapter coming out soon.  The most exciting part of this chapter was getting to work with my colleague Yu-Chang Hsu at Boise State University.  Yu-Chang and I were part of a panel discussion at AECT a couple of years ago, and our research interests overlapped.  We collaborated on this book chapter over the fall semester, and it took some real interesting turns as we tried to parse out and define personal learning environments, personal learning networks, and professional learning networks.  Here’s the title and abstract info.

Making Personal and Professional Learning Mobile: Blending Mobile Devices, Social Media, Social Networks, and Mobile Apps To Support PLEs, PLNs, & ProLNs


Mobile technologies have become an integrated, or inseparable, part of individuals’ daily lives for work, play, and learning. While social networking has been important and in practice in our society even before human civilization and certainly prior to the advent of computers, nowadays, the opportunities and venues of building a network are unprecedented. Currently, the opportunities and tools to build a network to support personal and professional learning are enabled by mobile technologies (e.g., mobile apps, devices, and services), web-based applications (e.g., Diigo and RSS readers), and social-networking applications and services (e.g., Facebook, Google+, and Twitter). The purpose of this chapter is to describe and propose how individuals use personal learning environments (PLEs), personal learning networks (PLNs), and professional learning networks (ProLNs) with mobile technologies and social networking tools to meet their daily learning needs. In our chapter, we consider categories of learning relevant to personal learning and professional learning, then we define and examine PLEs, PLNs, and ProLNs, suggesting how mobile devices and social software can be used within these. The specific strategies learners use within PLEs, PLNs, and ProLNs are then presented followed by cases that depict and exemplify these strategies within the categories of learning. Finally, implications for using mobile devices to support personal and professional learning are discussed.

Our chapter is part of a book titled, Mobile Devices: Technologies, Role in Social Media and Uses in Education and Students’ Perspectives. If you would like to have a preprint copy of the chapter, just let me know.  It’s still in production right now.

Image Creative Commons License Phil Campbell via Compfight

internet and higher education journal cover

internet and higher education journal coverI just wanted to let you know that a former student of mine, Dr. Joanne Gikas, and I have a new article in press right now.  This is part of her dissertation research that focused on how teaching and learning occurred with mobile devices in higher education classrooms.  “Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media” is concerned with the student learning portion of the research, and the data were collected through focus groups with students at three different universities across the country.

We’re really pleased that this research is being published so quickly through The Internet and Higher Education journal.  It was submitted just a couple of months ago and is now in press and available through the journal’s Science Direct “in press” articles section.  That’s pretty amazing!  Here’s the abstract below and let me know if you are unable to access the article through your databases:

The purpose of this research was to explore teaching and learning when mobile computing devices, such as cellphones and smartphones, were implemented in higher education. This paper presents a portion of the findings on students’ perceptions of learning with mobile computing devices and the roles social media played. This qualitative research study focused on students from three universities across the US. The students’ teachers had been integrating mobile computing devices, such as cellphones and smartphones, into their courses for at least two semesters. Data were collected through student focus group interviews. Two specific themes emerged from the interview data: (a) advantages of mobile computing devices for student learning and (b) frustrations from learning with mobile computing devices. Mobile computing devices and the use of social media created opportunities for interaction, provided opportunities for collaboration, as well as allowed students to engage in content creation and communication using social media and Web 2.0 tools with the assistance of constant connectivity.

And if you have comments about the article or the questions about the data, please leave a comment. We’d love to hear what you have to say.

Edutopia released a new teacher and school guide for mobile devices to support learning.  You do have to register in order to download the file.

New Guide! Mobile Devices for Learning: What You Need to Know

Getting kids engaged with learning, focused on working smarter, and ready for the future.  This guide can help you better understand how mobile gadgets — cell phones, tablets, and smartphones — can engage students and change their learning environment.

What’s Inside the PDF?

  • Introduction: Pros and cons? Bridging the digital gap?
  • Know your mobile devices
  • Resources for teachers getting started with mobile learning
  • K-12 Apps and Web tools: elementary, middle, and high schools
  • Getting parents on board the mobile train

via New Guide! Mobile Devices for Learning: What You Need to Know | Edutopia.

Together with Michael Barbour, we have a new book chapter that is coming out soon on mobile teaching and learning.  It was just accepted as final, so I’m glad to have this one complete.  This is part of a handbook on mobile learning edited by Zane Berge and Lin Muilenburg to be published by Routledge.  Our chapter is titled “Mobile Teaching and Learning in the Classroom and Online: Case Studies in K-12,” and I’ve included the abstract below.

In this chapter, we describe two projects to integrate mobile teaching and learning into K-12 schooling. First, we consider the rationale for increased use of mobile devices with today’s students, and we describe a professional development program to deploy iPads to classroom teachers. Next, we discuss the growth of K-12 online learning, and we describe a project for students enrolled in an online Advanced Placement course was delivered through a mobile learning content management system. Lastly, we discuss some of the lessons learned from these pilot projects and some of the promise and challenges of mobile teaching and learning.

This is connected to my on-going research, consulting, and teacher professional development on using mobile devices for teaching and learning.  Originally, we had included K-12 and higher education examples in this chapter, but the editors felt we should focus on one.  So, we pared this down to just K-12 and the work Michael has done with K-12 teachers and students, both in the classroom and online.  I hope to do a revision to this chapter in the near future as my mMIND project begins to collect data we hope to see some changes in math pedagogy and technology integration.

I hope you find this interesting and maybe a little helpful.  This chapter is much more practical and less research-y in nature.  Please let me know if you use it and if you find it helpful.

I thought I would quickly share a presentation/webinar I gave last week to teachers in my mMIND teacher professional development grant.  This was an introduction to QR codes, how they work, and what you can do with them.  In sharing this slidedeck on Twitter and on Facebook, I had a few people inquire about it, as well as recommend it to their students.  So, I thought I would share it here, too.

I also have a page in the website for mMIND teachers for QR codes with links that are discussed in the slidedeck, as well as a couple of videos that demonstrate how they work.

[slideshare id=14113868&doc=qr-codes-are-qrazy-for-ss-120829224143-phpapp01]

Let me know if you like this slidedeck or if you use it. 🙂

Since I began working with Science and Math teachers this summer using iPads for technology integration, I had heard about this micro-photography.  Well, I was finally able to track down the video and the info of where to buy the pieces to make it happen.  Here’s the link to the lighted jeweler’s microscope on Amazon.

I plan on doing this with my iPad2 within the next couple of weeks.  I’ll let you know how it goes and how it works.

Anybody out there tried this with your iPad or iPhone?


There are 2 choices

Apparently, there has been a little confusion as of late as to the periodic table of elements, and looks as though I contributed to the confusion, too. (Sorry for that.)  There are 2 periodic tables of elements that have been QR coded. (I just made that into a verb/gerund, I think.)  There is one that links to videos.  That’s this one housed in Flickr and links to YouTube video:

And there is the one that links to audio files.  That’s this one:

The audio one is the one that was recently published in the Journal of Chemical Education. Bravo!


I inadvertently mixed these up in a blog post.  I thought the video one is the one that was published in the Journal of Chemical Education, but I was wrong.  It was the audio one. Oops!  My apologies to everyone.  Both are great, though.  So, depending on just how you wan to share the information on mobile devices and laptops, both are great options.

I hope you’ll give them both a try, and if you do, please let me know how it goes.

AECT’s Teacher Education Division (TED) and the Graduate Student Assembly (GSA) are co-hosting a webinar on Education in the Age of Mobility. Dr. Shari Metcalf, Dr. Amy Kamarainen, and Dr. Yu-Chang Hsu will present on using mobile apps within educational settings.

Wednesday, April 18th from 5:00-6:00 PM EST.


Here’s abstracts of the presenters:

Shari Metcalf and Amy Kamarainen, of Harvard Graduate School of Education, will share how the findings from the EcoMUVE curriculum research has contributed to the design of EcoMOBILE (Ecosystems Mobile Outdoor Blended Immersive Learning Environment) with funding from the Institute of Education Sciences, Qualcomm, Inc., and the National Science Foundation. In EcoMobile, students use a smartphone with Qualcomm technology, an augmented reality interface (using Fresh AiR <>) and environmental probes (NSpires with Vernier probes) to collect evidence to solve an environmental mystery.

Yu-Chang Hsu, of Boise State University, will share his research on mobile app design and the use of App Inventor for educators. App Inventor, a web-based tool, consists of Component Designer, facilitating the design of the app’s interface and integration of nonvisible components (e.g., sound, GPS) and Block Editor, allowing users to control apps’ behavior and reaction to user input through visual block-based programming without writing codes in text format.