Final Paper

Critical Discussion about the use of Mobile Technology in Language Learning.

From: Cesar Augusto Guaqueta

To: Jose Aldemar Alvarez, Phd

Module: Information and Communication Technologies Applied to the Teaching and Learning of English

An effective use and a conscious user Education of mobile technology in special mobile phones should generate a great impact on how learning takes place in different contexts, as learning language. The constant change and progress of mobiles technologies provides a variety of trendy tools which give us chances of being more effective in Language Learning. Since we know that our learners are not the same, they have change dramatically because the influence of media, family issues, student’s needs, learning styles or because they want to be in style Because of that teacher´s styles may be on the line of these trends. According to (Kukusla-Hulme, 2009),  ICT Technologies devices can be engaging and relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. “This creates the potential for significant change in teaching and learning practices”. From this perspective, it is clear the new role of the teacher as a transformative one which means that teachers need to be creative and update their knowledge. Every day´s decision has to do with student’s profiles and student’s needs. “if teach today as we taught yesterday, we rob our children of tomorrow”. John Dewey.

This paper offers examples of studies, practices, reflections, pros and cos of portable devices in class. According to (Kukusla-Hulme, 2009), what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. Mobile learning is not set yet. It is a unstable concept; therefore, its current interpretations need to be made explicit. From this sense it is clear that this approach is not taking into account by teachers because the lack of knowledge, misunderstandings of the process, teachers beliefs and son on.

Using portable devices as cellphones can connect students learning process inside and outside the classroom. (Brown, 2014), examines that “using cell phones in the classroom helps to connect learning to students´ immediate surroundings; they are particularly effective in supporting collaborative learning in small groups” which means that students use tasks and interactions as a good way to link what is taught in their settings and use it in any context. (Kukusla-Hulme, 2009). Also see the usefulness of cellphones in task- based learning as good way to encourage learning in different student’s settings. It is clear that language can be produced at any part of students’ daily life not only in the classroom which means that learners will be connected to the language at any moment. For instance, (Brown, 2014).  He carried out a study with the idea of change from the acronym CALL (computer assistance language learning) to mobile language use(MALU). And he refers to the idea that nowadays leaners can text their friends and the teacher about any class or topic doubt, words meaning, linguistic concerns and phrases. Also they can access to any web to play online and other sites than can foster socials interactions as Facebook or twitter or even learners can search for friends to find alternatives or strategies for a new game, academic classes etc. (Luz E Herrera, 2014),  she carried out a project which enhance to self-regulate students ‘use, portable devices culture and change those teachers’ misconceptions and beliefs that the blocks up the innovations in this field. By using these devices in class, downloading software and use it as a different way to encourage language learning. (Averianova, 2011). She concerns that “since cellphones have firmly established themselves as students with friends, schools need to stop treating them as foes”. From this sense, it is clear that we as teachers need take advantage of the real impact of mobile technologies on teaching, take mobile learning as a friend in the learning process rather than an enemy.

Lack of teacher’s innovation is detrimental because it encourages students to quit school and it promotes teacher’s standstill. (Luz E Herrera, 2014). She explains that “Educational interventions seek innovative approaches to problematic concerns”. in other words, teachers need to be located as agents of change which means that everyday something extraordinary happens with the learners. Based on this, teachers must become into researchers to fix things or improve something. Even thought, many things happen in the school however we continue doing the things in the same way, it does not matter bad results. according to (Brown, 2014) refers to a set of innovations could take place in the sense of using in a right way portable devices in the classroom setting. Teachers argue that CALL has a negative impact on language teaching because it can become learner lazy and make them addicted to technology. According to (Frang, 2009), “Mobile phones are considered distracting because of problems with ringing during class, cheating, or multitasking as instant messages, Facebook updating, distracting other leaners and so on. However, He found a whole spectrum of methods for dealing with such distractions, ranging from technical control to pedagogical innovation. these methods with a special emphasis on engaging students to minimize the negative effects of distraction by laptop computers or other wireless devices”.  Also according to (Averianova, 2011), mobile technology has become the tool of choice of modern students. some authors suggest that “mobile learning would become the way of learning of the next generation”. Even though the number of constrains in this use. we cannot ignore the big difference between pros and cons. In addition, Positive studies and experience show us that the only thing we need is to be mind-open, change our attitudes toward new ways of doing things and the most important thing is we need to accommodate to the learner’s preferences and styles and cellphones are an important portion in student´s lives.

According to (Brown, 2014), “varying classroom conditions and learning objectives might prompt a teacher to adopt a different stance toward cellphones. For example, a useful view. cellphone as a support learning activities tool. The trick has to do with given leaners the chance to develop their self-regulation in terms of using these devices. Another important thing is related to a clear instruction about the portable devices chances of using it. For instance, they need to know the real purpose of the lesson combined to the device use and create awareness of how crucial can be this technological tools in order to learn a language. Finally, the real challenge for teachers is to get familiar with these new tools and be prepared in how to use them to make class more appealing and attractive for learners so, new approaches and new methodologies are needed.

To sum up, the dissemination of mobile technologies has fostered some teachers to look back the traditional view of cellphones in class and seek for innovated ways to become them as an effective learning medium. According to Stockwell (2008) predicted that mobile learning would be the way of learning of the next generation. from this sense, it is undoubtable that teachers need to capitalize the potential of mobile technologies. On the other hand, we as teachers need to keep in mind that these mobile devices have benefits and damages because of this our mission is model that mobile technology culture, we need to create a conscious user education either risks, bad habits or new ways of learn things, in this case a language. This awareness of mobile technology culture is a duty that we as educators need to create. the success depends on carrying out projects based on this field in order to explore to see new patterns and new ways of making our practice attractive and meaningful for our learners.

     

                                            References

Averianova, I. (2011). A Cellphone in Class a Friend or a Foe. Nottinghan Eurocall, 3.

Brown, j. (2014). Teacher stances on Cellphones in the Classroom. toward a theoretical framework . TESL Canadian Journal Issue 2.

Frang, B. (2009). From Distraction to Engagement: Wireless Devices in the Classroom. Educause, 4-9.

Jeffrey H. Kuznekoff, S. M. (2015). Mobile Phones in the Classroom: Examining the effect of texting, twiter on student learning. Communication Education, 36-40.

Kukusla-Hulme, A. (2009). Will mobile learning change language learning? ReCall, 157-1165.

Herrera L, M. C. (2014). Using Personal Portable Devices as Learning Tools in the English Class. How, A Colombian Journal for teachers of English, 77.