How mobile are our students in terms of their interactions with others through their mobile devices?
How much of a student’s learning involves
___ other students in the class?
___ other classes within the school?
___ other schools within the district?
___ people in the community?
___ people in other parts of the state?
___ people in other states?
___ people in another country?
___ people from several countries?
If we want our students to be world citizens, then we have to structure their mobile learning to broaden their scope of interactions. When they use mobile devices, they can have access to others inside and outside the classroom.
One easy way to expand a mobile learning activity is to think of the essential question for that learning. Essential questions are universal. Three quick examples:
- Do Grocery Store math in which students do real math based on actual prices in other places. Each class “buys” certain items and post the name of the item and its price and then make up problems. María is planning a party but she only has $30. What and how much of each can she buy for the party from this list of food and prices from our area.
- Have an international art gallery in which students from various countries exhibit their art about family. Through QR codes, they either explain their art or show how it was made. They can peer critic each other.
- Social Studies students from different states or countries present the geography of their area and its impact on the history of the area. The students compare and contrast the geography and its impact from the places. Students can show the geography and its impact through taking pictures /movies and narrating the impacts that they show.
cross-posted at http://eduwithtechn.wordpress.com
Harry Grover Tuttle teaches English and Spanish college courses at Onondaga Community College and blogs at Education with Technology. He is also the author ofseveral books on formative assessment.
