Abstract
Today’s new digital technologies and the spread of the internet have created numerous new opportunities and challenges for the education of the future. The rapid development of mobile and ubiquitous computing technology offered more chances to design and develop innovative learning approach with mobile devices in preparing schools and students for a future. In this paper we present case examples and the research results and reflections based on our recent developments and experiences in Thailand regarding how novel pedagogical applications, mobile technologies and software tools can be combined to enhanced students’ learning at all level of education. To the end, we propose a possible direction for the transformation of traditional teaching in science to a novel of mobile and ubiquitous learning in an on-going large-scale educational project in Thailand. This is a challenge of our educational improvement to introduce the novel mobile-assisted learning approach, with the support of mobile devices, into classroom settings, innovative instructional practices and sustainability as the way of future schools in context of Thailand.
Highlights
The rapid development of ubiquitous computing technology, which enables people to seamlessly utilize huge amounts and various kinds of functional objects anytime and anywhere through network connections, has enabled many possibilities of emerging pedagogical applications in order to improve quality of education
Ubiquitous learning is characterized by providing intuitive ways for identifying right learning collaborators, right learning contents and right learning services in the right place at the right time (Yang, 2006), and ubiquitous learning environment could be distinguished into three kinds of learning service, i.e. seamless service, context-aware service, and adaptive service with regarding to its features and potentials for learning (Hwang, Tsai, & Yang, 2008)
Chu, Hwang, and Tsai (2010) and Hwang, Shi, and Chu (2011) developed a grid-based mind tool displayed on mobile device and employed as context-aware ubiquitous learning based on a knowledge engineering approach to guide elementary school students to observe the features of plants in a natural science course
Summary
The rapid development of ubiquitous computing technology, which enables people to seamlessly utilize huge amounts and various kinds of functional objects anytime and anywhere through network connections, has enabled many possibilities of emerging pedagogical applications in order to improve quality of education. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning collaborators, right learning contents and right learning services in the right place at the right time (Yang, 2006), and ubiquitous learning environment could be distinguished into three kinds of learning service, i.e. seamless service, context-aware service, and adaptive service with regarding to its features and potentials for learning (Hwang, Tsai, & Yang, 2008) As such, it is crucial for researchers and practitioners to find effective ways to design, develop, and implement ubiquitous learning environments and technologies in a wide variety of learning settings for todays’ learners. An ongoing educational project focused on mobile and ubiquitous learning in middle school science would be described to provide the challenge position of Thailand on mobile and ubiquitous learning in schools
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