Mobile technologies

Mobile technology is a extensively exercised and researched subject, actively adjusting to developments in technology and culture, also encouraging toward a prospect of advancing pedagogies for formal education (institution) and informal education (leisurely) environment in support of a mobile ephos to learning. Something perhaps not far obvious from what we already understood and associated learning to be present in more than one environment. This accessibility of constructing, collaborating and communicating in a global context all from the comforts of home, school, work and commuting within our daily lives and at any time. We could regard these attributes of social media as a means to enrich and encourage a constructivist approach to learning and educating, having said that, it is a general necessity that's exhausted in our daily social lives although a 21st century development a wax tablet that was mobile, able to be handled in one hand and reusable through methods of re melting the wax existed from our ancient progenitors, it is interesting to see how we have adjusted from then this innovative new concept to how we now exhaust and under appreciate its possibilities. This motion of accessing your interests through your mobile technology is ambivalent and largely apparent with most at its least owning a good quality mobile phone. These ' technologies have promised to bridge the gap between home and schools, raise academic performance, and level the playing field for all students, regardless of ethnicity or income level' (seo2013,p.19)
These adjustments create further opportunity for social enriching pedogogies through a range of possibilities and facilitation for learner engagement, 'several decades of research support the view that it is the activity that the learner engages in, and the outcomes of that activity, that are significant forlearning' such as Tergan 1997; Gholson on and Craig 2006 (Helen Beetham 2013, p.31-49) Emphasizing on engagement of activity a further understanding of Biggs constructivist approach can be reiterated research pro dominantly about design and it's application through means of guiding assumptions through clearl and applied constructivist pedagogical approaches, at its core a learners experience is emphasized on the learner interaction with a designed activity. 'Thus, Biggs uses the term constructive alignment to indicate that...the guiding assumptions about learning should be based on constructivist theory. The relevant point is that the alignment process cannot proceed without first examining the underlying assumptions about learning, and then adopting teaching methods that align with those assumptions'(Helen Beetham 2013, p.31-49). Therefore a better understanding of learner activity depends heavily on a learner personal and social ambition and motivation. This theorises that a percentage of learning within social, group and individual context must be stimulated through mobile technology but emphasized as independent and responsible development, much like most adult learning. Alongside of this individual motivation and reason for engagement will be heavily influenced on a learners choice of mobile engagement which overall will influence educating and the learner outcome. 'As technology-enhancing learning tools become truly powerful in their capabilities, and global in their scope, so it becomes more feasible to remodel the educational enterprise as a process of empowering learners to take reflective control of their own learning' ( Helen Beetham, 2013,p.31-49).

References

Helen Beetham, RSVP 2013, rethinking pedagogy for a digital age: designing for 21st century learning, 2nd end,Routledge, New York.

SEOUL, KK-J2013, using social media effectively in the classroom: blogs, wikis, twitter, and more., Routledge, Oxon.