When it comes to using handheld
devices in the classroom, it seems that the possibilities are endless. Teachers and librarians are finding ways to
incorporate these devices into lessons on a daily basis because of their many
advantages. According to Morgan (2011), one of the most obvious benefits is
their “portability and affordability.”
Schools seldom have the funds to purchase computers for each student. The reality is that most classrooms have only
a few computers for an entire class of students to share. Handheld devices are an option for schools
that want to put more technology in the hands of students because, as Morgan (2011)
points out, they cost less than traditional classroom computers.
Technology such as iPods and tablets offer many tools for students and teachers alike. Accesses to endless information through the Internet, the ability to collaborate and learn from each other, and the capacity to create and revise text quickly are just a few reasons students should use handheld devices. They also “make it easy for teachers and students to share files and to include comments; thus, students can revisit written work more frequently” (Morgan, 2011). Using technology has the added benefit of saving paper. “Students can get assignments and send them back to the teacher, using the mobile devices. Teachers can then grade them and send the graded assignments back to the students” (Morgan, 2011).
Critics state many reasons why handheld devices don’t belong in schools. Morgan (2011) says one concern is that students will become distracted and not use the device for educational purposes. This concern is so great for some districts that students aren’t allowed to use handheld devices at all. Another criticism is students’ ability to access inappropriate content and/or participate in cyberbullying on handheld devices. These are all valid concerns and should be addressed when educating students on how to use handheld devices appropriately. “While students can and do use these devices inappropriately, research indicates that with control measures in place, use of the devices can be beneficial” (Morgan, 2011).
In my opinion, the benefits of technology outweigh the drawbacks. Therefore, technology should be a daily part of learning in the library. Ereaders, searching the library catalog for books, and research online are some of the most commonly known uses. I really like the idea of students using handhelds in stations for research or to create a presentation. IMovie, Animoto, and other apps allow students to create an original product to share their learning with others. Something that I’m excited to try is using QR codes to relay information to students. Librarians can inform students of new books in the library, upcoming events, and any number of things through these codes. Students simply use their device to scan the code and the information is literally in the palm of their hands. Another good use of these devices is to encourage students to read. I will have student book recommendation blogs and social network groups for book clubs to promote reading for enjoyment. After all, my love for books is one of the reasons I want to be a librarian!
References
Morgan, H. (2011). Using handheld wireless technologies in school: Advantageous or
disadvantageous? Childhood Education, 87(2), 139-142. Retrieved from
http://search.proquest.com/docview/845517114?accountid=7113
Technology such as iPods and tablets offer many tools for students and teachers alike. Accesses to endless information through the Internet, the ability to collaborate and learn from each other, and the capacity to create and revise text quickly are just a few reasons students should use handheld devices. They also “make it easy for teachers and students to share files and to include comments; thus, students can revisit written work more frequently” (Morgan, 2011). Using technology has the added benefit of saving paper. “Students can get assignments and send them back to the teacher, using the mobile devices. Teachers can then grade them and send the graded assignments back to the students” (Morgan, 2011).
Critics state many reasons why handheld devices don’t belong in schools. Morgan (2011) says one concern is that students will become distracted and not use the device for educational purposes. This concern is so great for some districts that students aren’t allowed to use handheld devices at all. Another criticism is students’ ability to access inappropriate content and/or participate in cyberbullying on handheld devices. These are all valid concerns and should be addressed when educating students on how to use handheld devices appropriately. “While students can and do use these devices inappropriately, research indicates that with control measures in place, use of the devices can be beneficial” (Morgan, 2011).
In my opinion, the benefits of technology outweigh the drawbacks. Therefore, technology should be a daily part of learning in the library. Ereaders, searching the library catalog for books, and research online are some of the most commonly known uses. I really like the idea of students using handhelds in stations for research or to create a presentation. IMovie, Animoto, and other apps allow students to create an original product to share their learning with others. Something that I’m excited to try is using QR codes to relay information to students. Librarians can inform students of new books in the library, upcoming events, and any number of things through these codes. Students simply use their device to scan the code and the information is literally in the palm of their hands. Another good use of these devices is to encourage students to read. I will have student book recommendation blogs and social network groups for book clubs to promote reading for enjoyment. After all, my love for books is one of the reasons I want to be a librarian!
References
Morgan, H. (2011). Using handheld wireless technologies in school: Advantageous or
disadvantageous? Childhood Education, 87(2), 139-142. Retrieved from
http://search.proquest.com/docview/845517114?accountid=7113
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