Educational Technology 0858-612, Spring 2021

Course description. Most of the world connects to the Internet from mobile phones, most of the time. Android tablets and iPads are filtering into schools — and the hands of children. Augmented reality and location based software offer new opportunities for context aware learning. Students carry significant computing power in their pockets. This course considers how mobile computing forces us to reconsider the time and place of learning.

Keywords: mlearning, mobile learning, android, ipad, tablet computing, AR, augmented reality 1951, Dick Tracy’s wearable computer

Instructor: Matthew X. Curinga,

Office hours:

  • Monday 2-4pm

  • Tuesday 4-5pm

  • office hours by appointment

Goals & objectives

Students taking this course will develop an understanding of the ways that mobile technologies can be used for teaching and learning. They will also consider the impact of mobile computing on the field of education as a whole.

Students will:

  • understand basic underlying mobile technologies, and their educational implications
    • network types and capacity
    • hardware speed, capabilities, and energy requirements
    • screen and display technologies
    • software development platform, including Web, SMS, and local “Apps”
    • GIS and location services, and how they can be used to augment learning
    • augmented reality technologies
  • understand the specific strengths and constraints of mobile interactivity & design
  • implement best-practices of teaching with wireless mobile technology
  • reflect on how mobile computing challenges the traditional time and places of learning

Weekly topics

Readings, discussion forums, and other assignments are available on the course website under the weekly topic.

Zoom sessions: Wednesday 6:30-8:20

week date topic format assignment
1 Jan 27 Going mobile zoom
2 Feb 03 Mobile first async
3 Feb 10 Tech reports zoom tech report
4 Feb 17 Mobile computing and society async
5 Feb 24 Cognition & Embodiment zoom
6 Mar 03 App Inventor hackathon async
- Mar 10 no class (mini break) -
7 Mar 17 Augmented reality zoom app inventor
8 Mar 24 1:1 Computing async
9 Mar 31 Subject reports zoom subject report
10 Apr 07 Mobile games for learning async
11 Apr 14 ARIS 1: location game design zoom
12 Apr 21 ARIS 2: build and test async
13 Apr 28 Reading screens zoom ARIS project
14 May 05 UDL & Mobile Assistive Tech async
- May 12 no class (makeup day) -
15 May 19 Mobile ID presentation zoom instr. design

Assignments & grading

Assignment Pct Date Due
Session leader 10% ongoing
Reading responses 10% ongoing
Tech report 10% Feb 10
App Inventor app 20% March 17
Subject Report 10% March 31
ARIS app 20% April 21
Mobile Instr Design 20% May 19

Session leader (pair)

You or you and a partner will be responsible for leading a class session this semester. For async weeks, you will submit (to the instructor) an audio introduction to the readings and other materials; during zoom calls you will begin the session with a short introduction. Plan for about 10 minutes.

If you are leading an asynchronous class session, you will not submit your own reading response this week, but will play the role of moderator in our online discussion. You will ask follow up questions to posts and comments, connect students who address the same subjects but may not have seen each other, post to keep discussions on track (and civil if needed), and prompt/nudge your peers who seem to be falling behind.

If you are leading an live class class (via zoom), you will essentially be the seminar or workshop leader for that week. You should be very familiar with the readings and come to class with interesting questions and/or quotations from the texts that you believe will lead to fruitful discussions. If you are leading a workshop, you will work with the instructor to design activities for the rest of the class and you will present the tools and facilitate the activities.

Reading Responses (solo)

For most asynchronous weeks you will be asked to post a reading response on Moodle. This is the main online interaction for this portion of this course. Your reading response should be approximately 500 words, but occasionally may call for more or less.

A good reading response:

  1. specifically refers to the readings and other activities due that week: you will usually want to quote the texts and refer to specific passages,
  2. your post will start a new thread in our discussion forum, it should have its own unique (and clever) title,
  3. is not a summary, you should have a point of view and express your own synthesis, understanding, and opinion about the topic under discussion,
  4. sometimes this will relate to courses you are taking now, your work, or your personal life,
  5. sometimes this will relate to other things you have read or studied (this is okay, just give us a little bit of reference and a way to find more information),
  6. is not a formal, academic post (you don’t need APA style references), but you should include links, titles, authors names, etc for outside readings/videos/works,
  7. is intended for this course and your classmates so it should be professional in substance and tone, and
  8. is posted on time

The general workflow for these online weeks follows:

  1. (Wed-Sat) Do course readings
  2. (Sat-Mon) Write & post a reading response
  3. (Tues-Wed) Read all of the responses and post comments/discuss

In addition to your own response, you should check the discussion board daily. You are required to comment on at least two of your peer’s responses each week and you should respond to people who engage with you.

Tech Report (pair)

Working in pairs, you will present a “Tech Report” on an aspect of mobile technology. Teams will prepare 10 minute presentation they will present in class. In the Moodle forum, each team will post a 1-paragraph abstract of their presentation and an annotated list of resources (e.g. websites, press, and scholarly articles) related to their topic. Annotations should only be a few sentences.

Grading for this assignment will take into account:

  • written report on Moodle
  • quality and importance of the subject matter
  • quality of the presentation

Example topics:

  • wireless networks (wimax, mesh networks, p2p networks, 5G/6G)
  • near field communications (NFC)
  • device hardware (chips screens, etc)
  • mobile payments (Google Wallet, Apple Pay, etc)
  • GIS/GPS & location
  • beacons, RFID, etc
  • iOS and Android Platforms
  • mobile media (video, audio, animations, web/html/css, etc.)
  • speech recognition, text-to-speech, voice interfaces
  • facial recognition & computer vision
  • AR technologies (Goggles, biometrics, development platforms, etc)
  • IoT (microboards, dev platforms, uses, sensors, etc)
  • mobile computing and assistive technology
  • wireless/mobile security
  • virtual assistants (Alexa, Google Home, etc)
  • gesture interfaces

App Inventor app (team)

Working in a team, you will design, develop, and test a mobile app built with MIT’s app inventor software, which allows you to make mobile Android apps without writing any text-based code. We will all work on the same theme, which each team presenting their solution. The theme for the Hackathon will be determined by the class and the instructor. App Inventor apps only run on Android, but the software includes a simulator that any user can use from the web. The final product can be installed on an Android phone or tablet.

Fieldday ARIS (team)

The ARIS software platform allows you to create mobile games, and interactice tours through a graphical, web-based interface. Working with a team, you will design, develop, and test a location-based learning activity using ARIS. To test your app “in the field” you will need to work with someone (on your team, or another tester) who has an iPhone.

Subject Report (solo)

For this assignment you will write a report about how mobile technologies are used in a specific domain of learning. Broadly, your report should focus on a subject area (e.g. mathematics, language learning, teacher professional development) or target group/setting (e.g. students with disabilities, higher education, museum education). Your report will include a written portion and then a visual presentation video where you demonstrate and discuss apps/mobile software related to your topic.

The written report should:

  • describe the domain your researching, including an understanding of best pedagogical practices in general (without tech or mobile tech)
  • include a literature review of relevant research in mobile learning (if you can’t find at least 3 good academic articles, you should choose a different topic)
  • the lit review provides both a summary and a synthesis of the research
  • describe the software that you will demo and discuss in your video (links to developer, brief summary, etc)

Your report must include specific screenshots (or embedded) videos of mobile apps that are related to the report, showing how they support (or hinder) learning objectives.

In class, you will take about 5 minutes to present your report and then answer questions related to the topic.

Instructional Design Project (solo)

Gathering your new knowledge and skills with mobile learning and mobile technologies, you will design a mobile learning project. This “project” can be integrated into a formal school unit, where you use mobile learning to enhance teaching and learning. Alternatively, it can be an informal learning project, focused on a location (like a museum, historical site, or zoo) or a concept (like the Movers and Shakers AR project which re-imagines the public monuments of New York). The project should include

  • learning goals and assessments
  • target audience
  • mobile activities
  • technologies

Course Readings & Bibliography

Ally, M. (Ed.). (2009). Mobile learning transforming the delivery of education and training. Edmonton, AB: AU Press. ISBN 978-1-897425-44-2

Apple, Inc. (2012). iOS human interface guidelines: Introduction..

Billings, S. (2011, January 4). What can the iPad do for museums? Museum Next.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

Carr, D. (2010, January 1). Why Twitter will endure. The New York Times.

Castells, M. (2007). Communication, power and counter-power in the network society. International Journal of Communication, 1(1), 238–266.

Castells, M., Fernandez-Ardevol, M., LinchuanQiu, J., & Sey, A. (2006). Mobile communication and society: A global perspective. Cambridge, MA: The MIT Press.

Chaiprasurt, C., Esichaikul, V., & Wishart, J. (2011). Designing mobile communication tools: A framework to enhance motivation in online learning environments. Presented at mLearn 2011, Beijing, China.

De Jong, T., Specht, M., & Koper, R. (2008). A reference model for mobile social software for learning. International Journal of Continuing Engineering Education and Life Long Learning, 18(1), 118–138.

Doctorow, C. (2011, May 2). Techno-optimism.. LOCUS online.

Dourish, P. (2004). Where the action is: The foundations of embodied interaction. (New edition.). Cambridge, MA: The MIT Press.

Dunleavy, M., Dexter, S., & Heinecke, W. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23(5), 440-452.

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498.

Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah: Mobile gaming and learning? Journal of Computer Assisted Learning, 20(6), 399–409.

Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool to facilitate good practice in higher education. Computers & Education, 53(2), 385-392.

Hillesund, T. (2010). Digital reading spaces: How expert readers handle books, the Web and electronic paper. First Monday, 15(4).

Hu, W. (2011, January 4). Math that moves: Schools embrace the iPad.. The New York Times.

Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819-827.

Kloos, M. (n.d.). Communities of practice 2.0.

Mayer, R. E. (2007). Five features of effective multimedia messages: An evidence-based approach. In S. M. Fiore & E. Salas (Eds.), Toward a science of distributed learning. (pp. 171–184). Washington, DC: American Psychological Association. moodle

Mirzoeff, N. (2011, January 31). Networked visuality: The revolution in North Africa. For the Right to Look.

Morozov, E. (2009). Iran: Downside to the “Twitter revolution.” Dissent, 56(4), 10-14. doi:10.1353/dss.0.0092

Morozov, E. (2011). The Internet in society: Empowering or censoring citizens?[video]. RSA Animate.

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581–596.

Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. FutureLab Report, 11.

Naismith, L., & Smith, M. P. (2009). Using mobile technologies for multimedia tours in a traditional museum setting. In M. Ally (Ed.), Mobile learning transforming the delivery of education and training (pp. 247-264). Edmonton: AU Press.

Negroponte, N. (2012, February) Learning by themselves. [Video of a lecture presented at the Solve for X forum]

Nielsen, J. (2011, May 23). iPad usability: Year one.. Jakob Nielsen’s Alertbox.

One Laptop per Child. (2013). Wikipedia.

Papert, S., & Harel, I. (1991). Situating constructionism. Constructionism (pp. 1–11). Norwood, N.J.: Ablex Pub. Corp.

Pasnik, S. (2007). iPod in education: The potential for teaching and learning. [White paper].

Penuel, W. R. (2006). Implementation and effects of one-to-one computing initiatives: A research synthesis. Journal of Research on Technology in Education, 38(3), 329.

Pyke, S. M. (2010). An initiative in introducing iPads to higher education. ERGA Conference (5th: 2010: Adelaide, Australia).

Rheingold, H. (2002). Smart mobs: The next social revolution. Cambridge MA: Basic Books. ISBN 0738208612, 9780738208619

Ritter, S., Anderson, J., Koedinger, K., & Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249–255.

Rosenbaum, E., Klopfer, E., & Perry, J. (2006). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31-45.

Ryu, H., & Parsons, D. (Eds.). (2008). Innovative mobile learning: Techniques and technologies. (1st ed.). Hershey, PA: Information Science Reference. ISBN 1605660620

Sen, A. (2010). The mobile and the world. Information Technologies & International Development, 6(Special Edition).

Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of mLearn 2005.

Squire, K. (2010). From information to experience: Place-based augmented reality games as a model for learning in a globally networked society. Teachers College Record, 112(10), 2565–2602.

Squire, K. D., & Jan, M. (2007). Mad City mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29.

Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), Mobile learning transforming the delivery of education and training (pp. 9–24). Edmonton, AB: AU Press.

van der Merwe, R. (2012, March 12). A dad’s plea to developers of iPad apps for children.. Smashing Magazine.

Weiser, M. (1991). The computer for the 21st century. Scientific American, 265(3), 94–104.

Wenger, E. (2006, June). Communities of practice: A brief introduction.

Wishart, J. (2009). Use of mobile technology for teacher training. In M. Ally (Ed.), Mobile learning transforming the delivery of education and training (pp. 265–278). Edmonton, AB: AU Press.

Academic Assistance for Students with Disabilities

As the instructors of this course, we are responsible to do everything within reason to actively support a wide range of learning styles and abilities. This course has been designed according to principles of Universal Design for Learning. Feel free to discuss your progress in this course with us at any time.

If you have a disability that may significantly impact your ability to carry out assigned coursework, please contact the Student Access Office, (formerly the Office of Disability Support Services) located in Post Hall, First Floor, 516-877-3145,

The staff will review your concerns and determine, with you, appropriate and necessary accommodations. When possible, please allow for a reasonable time frame for requesting ASL Interpreters or Transcription Services; a minimum of four (4) weeks prior to the start of the semester is required.

Writing Center

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Learning Center

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University Statement on Academic Integrity

You are expected to behave with the highest level of academic integrity. Cheating and other forms of dishonesty will not be tolerated and will result in the proper disciplinary action from the university. Classroom behavior that interferes with the instructor’s ability to conduct the class or ability of students to benefit from the instruction will not be tolerated. All beepers and cellular phones should be turned off while class is in session. You are expected to come to class prepared - this means having read and studied the assigned chapters before class. By having prepared in this manner, you will be able to maximize your time spent in class.

Adelphi University demands the highest standards of academic integrity. Proper conduct during examinations, the proper attribution of sources in preparation of written work, and complete honesty in all academic endeavors is required. Submission of false data, falsification of grades or records, misconduct during examinations, and plagiarism are among the violations of academic integrity. Students who do not meet these standards are subject to dismissal from the University.

Use of Candidate Work

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Last modified: Wednesday, 27. January 2021 03:33PM