Although the developments of digital media within a educational setting can provide enriching learner experiences it does also present concerns. As previously mentioned the choice to socially participate with social media is a ritual of our daily lives and although participating through personal means and devices, it is however, not built for educational function as Aimee deNoyelles discusses in her writings 'Analysis in virtual world' the main problem would be in concern of instruction 'there is no inherent objective embedded in social media, so it can be a challenge for educators to structure interaction and design instruction (SEO 2013, p.3). Therefore creating a design for instruction i.e. ADDIE will need to be applied 'ADDIE...often used as a synonym for instructional design (Bichelmeyer,2005; Gustafson & Branch, 2002; Magliaro & Shambaugh, 2006; Mendanca, 2003; Peterson, 2003;Marie-Pierre 2008,p.26)'.This means that the process of and method of designing for educational function is dependent on; gathering knowledge of a typical learner need and goal, competence in understanding and ability to engage with activity, time allowance, deadline and resource needed, with this all in mind the basis of a instructional design and formative end result can be assumed. (Hanson 2008,p.40) Taking into account all of the above barriers can be distinguished, one being age and the other state of technology. Prensky (2006) addressed a separation between the elder and youngster engaging in mobile technology identifying them as 'digital natives' being the youngsters emerged in digital media in mobile technology for as long as they remember and the 'digital immigrants' suggesting their late introduction and ability in using these new technologies.(SEO 2013,p.20). Although this perhaps seems a sweeping statement a clear separation between a learners age and engagement with mobile technologies is evident and continues to influence it's usage. The other barrier is state of technology more often or not the mobile technology learners will be using is there own personal equipment therefore it's personalized to suit them for leisure purposes and for educational objectives. With technologies ever growing by the day and adjusting with new improved features,design, speed and reliability each differentiating from one learner to the next provides a challenge both financially to keep up with the adjustments and mentally for each learner abilities which creates a barrier to learn it also discriminates engagement from learners with lower income possibly unable to afford the next best thing and ability in relation to Prensky age but what about disability?.
Even though strong design can support and guide the how to do stages of the task and recommend resources and spaces for assumption it is unpredictable as each learner engagement and approach to the learning will be uniquely different and uniquely influenced in relation to their own learner style, needs and relevance of engagement. Learners will inevitably advance in their own way, along with their own unique learner motivation,competence, values and social acceptance thus,influencing the end result. This would make it increasingly difficult to asses the educational development through mobile technology 'case studies in Kukulska- Hume and Traxter (2005) made it clear that progress in design for learning with mobile technologies was often hampered by the state of the technologies and by the diversity of educational objectives' (Beetham 2013, p.248).
References
Helen Beetham, RS 2013, rethinking pedagogy for a digital age: designing for 21st century learning, 2nd end, Routledge, New York.
SEO, KK-J 2013, using social media effectively in the classroom: blogs, wikis, twitter, and more.,Routledge,Oxon.
Marie-Pierre, C, 2008, rethinking instructional design:considering the instructor---a case study, ProQuest,New York.
Thomas Hanson, 2008, Handbook of research on digital information technologies:innovations, methods, and ethical issues, IGI Global Snippet.
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