Using Handheld Devices in the Classroom

                When discussing incorporating technology in the classroom, one is typically met with one of two reactions, either unbridled enthusiasm or active reticence. This is specifically true when it comes to using handheld technology,  such as iPods or cell phones, in the classroom. While many agree that using these technologies does have applications in the classroom, it is important to determine the best way to do so.

                Song (2007) looks at the use of handheld devices in the classroom, specifically at the results, or as she says, "consequences" (p. 38) of using such technology. In doing so, the limitations of handheld devices are clearly seen. After reviewing the literature surrounding the use of handheld devices in the classroom, Song (2007) determined that the vast majority of research were limited to looking at a very specific use of the handheld device. While many of these studies showed positive results, this meant that students were not allowed to explore the full potential of applications, and thus were not able to determine the full extent of benefits that could be derived from use of the technology (Song, 2007). This limitation could be resolved with further research that delves into student exploration of the use of handheld devices, and could provide additional insight into how students can use handheld devices for exploratory learning. Another complaint with the use of handheld devices was the idea that they often simply replicated tasks that were previously done on a desktop computer, such as displaying subject matter for students; furthermore, doing so on a handheld device lacks the ease of looking at a computer because of smaller screen size and relatively limited computation abilities (Song, 2007). After looking at this information, one might develop a rather dismal view of using handheld devices in education.

                The news is not all bad, however. Song (2007) notes that there are some applications that take into account the user's context, called "context-aware applications" (p. 44). These have the ability to detect the user's location and thus provide contextualized content for the user to explore (Song, 2007). Song (2007) provides the example of an application knowing the user is in a museum and offering online information that the user can explore at will. Unfortunately, these applications are still being developed, due to the difficulty in designing them. In time, however, they will become more advanced and useful in aiding in student learning. Song (2007) concludes that further research will go a long way in determining the most effective ways to use handheld devices in the classroom.

                While the above article is not overly optimistic about the use of handheld technology in schools, I do believe that there are valid applications, particularly in the library. For example, students can use handheld devices to look at reviews of books in order to determine whether they want to read them. Students can also use mobile devices to access the library catalog when not at school to determine if an item is available or even directly communicate with the librarian when not physically in the library. Further applications will likely become apparent as handheld devices are further developed and incorporated more into schools.

References

Song, Y. (2007). Educational uses of handheld devices: What are the consequences? TechTrends. 51(5). 38-45. Retrieved from: http://www.springer.com/education+%26+language/learning+%26+instruction/journal/11528