Electronic device
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| Assignment Type | Term Paper |
|---|---|
| Subject | N/A |
| Academic Level | High School |
| Citation Style | MLA |
| Length | 4 pages |
| Word Count | 1,169 |
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Your Name
Your Instructor
Your Class
Date
Electronic Learning Devices
The implementation of electronic devices in the 21st century in adult education helps to enhance learning, prepares the adult learner for the work world, and simplifies note taking and editing of homework in the classroom. Cell phones the ever-present American “must have” ultimate communication tool, were once trending towards micro-sized, are fast becoming larger smart-phones, to make room for using stylus and mini-qwerty-keyboards, still convenient but easier to read the screen.
Tablets, think of the Kindle Fire or iPad, that are usually 7 to 10 inches in size, with capacitive or resistive (screens that respond either to finger or stylus touch) screens are also hitting the American market fast. “According to Gartner, worldwide sales of tablets will jump from 19.5 million units in 2010 to 208 million units in 2014, while Forrester foresees similar growth and expects the United States’ market share of media tablets to reach that of laptops by 2015.” (Meister, Kaganer, Von Feldt). Smaller is better but not too small or it will defeat the purpose of absorbing information. The Council for Exceptional children as defines some areas of access: “areas of (1) organization, (2) note taking, (3) writing, (4) academic productivity, (5) access to reference and general educational materials, and (6) cognitive assistance”. (Behrmann, and Jerome). These also apply to the adult learner.
Enhanced learning
Electronic devices allow for easy access to information updates (such as news and weather) and ready access to just about any kind of (constantly updated) knowledge tools such as dictionaries, maps, encyclopedias, and yes, even social media. Social media allows for more cooperative and collaborative learning by breaking through barriers such as distances and even time. (LeNoue, Hall, Eighmy). “Social software takes many forms, encompassing but not limited to (a) groupware, (b) internet forums, (c) online communities, (d) RSS feeds, (e) wikis, (f) tag-based folksonomies, (g) podcasts, (h) e-mail, (i) weblogs, (j) virtual worlds, (k) social network sites, (1) instant messaging, texting, and microblogging; (m) peer-to-peer media-sharing technologies, and (n) networked gaming.” (LeNoue, Hall, Eighmy). These can be great tools for the adult learner, since they tend to be better at self-directed learning (from life experiences). All of these can be accessed through Web 2.0 technologies that can be served up on electronic devices, such as a smart phone or tablet.
Other electronic devices in use with a program such as the Kurzweil 3000 make it easier for those whose previous learning experiences were a disaster due to disabilities such as visual impairments, dyslexia, or attention deficit disorder. Using the device to read aloud the text can be a great opportunity to learn new vocabulary words and bring the words alive in a fluid and expressive way. Receiving immediate feedback also helps the learner adjust their learning style (either continue to learn or move on to next item). Just improving listening skills can be used in other areas of life.
Portability of the electronic devices is another key point to mention. Instead of lugging about several notebooks, dictionary, reference books, and textbooks, the learner can put it all on one device that can be tucked into a purse or large pocket.
Prepare the adult learner for the work world
How will any of these devices help the adults then go on to be productive members in the work place? In an increasing global work world, learning via a global school has its obvious pay offs, in being familiar with sharing electronic work. Teaching coping strategies to adult learners for what might have previously been barriers, such as using a video to learn a new task, instead of reading the instructions, or conversely, having the instructions read to them via their electronic device while they perform the task they are learning.
The electronic devices “can function as potential boundary objects between college and work. Boundary objects is a term introduced by Star (1989) and by Star and Griesemer (1989) to describe objects that translate and combine ingredients of different worlds.” (Akkerman, and Filius). As Akkerman and Filius point out in the conclusion of their article on PDAs as training devices, the student will not use the device if they are not first properly trained. The comfort and familiarity of translating the learning into productive work because the devices are the same will also help ease the learner into the work place. With many companies now moving to electronic learning by employing customized apps for field representatives, having previous skills with using tools on an electronic device will only serve to enhance the adults marketability in the job place. (Meister, et al). The immediate feedback from employers via the electronic device will help steer the worker. The social media aspect and experience of it will help in creating more enthusiasm in participatory work activities. Taking notes in class translates to writing down questions at work, all conveniently done by either voice recording or electronically, stylus writing or typing.
Simplifies note taking and editing in the classroom.
Smartphone’s come with digital diaries or memo notes, lists or list makers, calendars, voice-recording abilities and many other features to help keep the learner organized. Even the camera comes in handy, as it can snap a picture of an object for future reference (memory jogger) or to use in a report as evidence or examples. The video camera becomes an obvious tool for the visual learners where they can create videos for homework assignments; in addition, of course, to watch the videos to learn. Additionally, if the learner wishes to transcribe later or simply re-listen, most electronic devices all have voice recorders, so the instructor can be recorded during the classroom lecture portion.
The Kindle, the Nook, the Android e-Reader, and of course the ever popular iPad, have been some of the hottest gifts to give in 2010 and 2011, according to Tim Bajarin, PC Magazine contributing editor. Mr. Bajarin also feels that tablets in general are giving PC’s and laptops a run for the market in electronic devices. (Bajarin). What makes the tablets so hot for adult e-learning is that they have e-books. “Many e-books employ multimodal features—such as video, audio, and hyperlinks—as well as interactive tools. Such tools invite readers to physically interact with the text through inserting, deleting, or replacing text; marking passages by highlighting, underlining, or crossing out words; adding comments by inserting notes, attaching files, or recording audio comments; and manipulating the page format, text size, and screen layout. Search features allow the user to locate specific words or phrases within the text or access a particular page.” (Larson, 255). These e-readers also use a special kind of lighted screen called “e-ink” to make reading easier on the eyes (no eyestrain from the electronic lights). Capacitive and resistive touch screens allow for writing simulation, using the finger or stylus, if the learner does not care to type notes.
Works Cited
Bajarin, Tim. "11 Predictions for 2011." PC Magazine. 06 Dec 2010: n. page. Web. 17 Feb. 2012. <http://www.pcmag.com/article2/0,2817,2373807,00.asp>.
Larson, Lotta. "E-Reading and E-Responding: New Tools for the Next Generation of Readers." Journal of Adolescent & Adult Literacy, 53.3 (2009): 255-258. Web. 19 Feb 2012
Your Instructor
Your Class
Date
Electronic Learning Devices
The implementation of electronic devices in the 21st century in adult education helps to enhance learning, prepares the adult learner for the work world, and simplifies note taking and editing of homework in the classroom. Cell phones the ever-present American “must have” ultimate communication tool, were once trending towards micro-sized, are fast becoming larger smart-phones, to make room for using stylus and mini-qwerty-keyboards, still convenient but easier to read the screen.
Tablets, think of the Kindle Fire or iPad, that are usually 7 to 10 inches in size, with capacitive or resistive (screens that respond either to finger or stylus touch) screens are also hitting the American market fast. “According to Gartner, worldwide sales of tablets will jump from 19.5 million units in 2010 to 208 million units in 2014, while Forrester foresees similar growth and expects the United States’ market share of media tablets to reach that of laptops by 2015.” (Meister, Kaganer, Von Feldt). Smaller is better but not too small or it will defeat the purpose of absorbing information. The Council for Exceptional children as defines some areas of access: “areas of (1) organization, (2) note taking, (3) writing, (4) academic productivity, (5) access to reference and general educational materials, and (6) cognitive assistance”. (Behrmann, and Jerome). These also apply to the adult learner.
Enhanced learning
Electronic devices allow for easy access to information updates (such as news and weather) and ready access to just about any kind of (constantly updated) knowledge tools such as dictionaries, maps, encyclopedias, and yes, even social media. Social media allows for more cooperative and collaborative learning by breaking through barriers such as distances and even time. (LeNoue, Hall, Eighmy). “Social software takes many forms, encompassing but not limited to (a) groupware, (b) internet forums, (c) online communities, (d) RSS feeds, (e) wikis, (f) tag-based folksonomies, (g) podcasts, (h) e-mail, (i) weblogs, (j) virtual worlds, (k) social network sites, (1) instant messaging, texting, and microblogging; (m) peer-to-peer media-sharing technologies, and (n) networked gaming.” (LeNoue, Hall, Eighmy). These can be great tools for the adult learner, since they tend to be better at self-directed learning (from life experiences). All of these can be accessed through Web 2.0 technologies that can be served up on electronic devices, such as a smart phone or tablet.
Other electronic devices in use with a program such as the Kurzweil 3000 make it easier for those whose previous learning experiences were a disaster due to disabilities such as visual impairments, dyslexia, or attention deficit disorder. Using the device to read aloud the text can be a great opportunity to learn new vocabulary words and bring the words alive in a fluid and expressive way. Receiving immediate feedback also helps the learner adjust their learning style (either continue to learn or move on to next item). Just improving listening skills can be used in other areas of life.
Portability of the electronic devices is another key point to mention. Instead of lugging about several notebooks, dictionary, reference books, and textbooks, the learner can put it all on one device that can be tucked into a purse or large pocket.
Prepare the adult learner for the work world
How will any of these devices help the adults then go on to be productive members in the work place? In an increasing global work world, learning via a global school has its obvious pay offs, in being familiar with sharing electronic work. Teaching coping strategies to adult learners for what might have previously been barriers, such as using a video to learn a new task, instead of reading the instructions, or conversely, having the instructions read to them via their electronic device while they perform the task they are learning.
The electronic devices “can function as potential boundary objects between college and work. Boundary objects is a term introduced by Star (1989) and by Star and Griesemer (1989) to describe objects that translate and combine ingredients of different worlds.” (Akkerman, and Filius). As Akkerman and Filius point out in the conclusion of their article on PDAs as training devices, the student will not use the device if they are not first properly trained. The comfort and familiarity of translating the learning into productive work because the devices are the same will also help ease the learner into the work place. With many companies now moving to electronic learning by employing customized apps for field representatives, having previous skills with using tools on an electronic device will only serve to enhance the adults marketability in the job place. (Meister, et al). The immediate feedback from employers via the electronic device will help steer the worker. The social media aspect and experience of it will help in creating more enthusiasm in participatory work activities. Taking notes in class translates to writing down questions at work, all conveniently done by either voice recording or electronically, stylus writing or typing.
Simplifies note taking and editing in the classroom.
Smartphone’s come with digital diaries or memo notes, lists or list makers, calendars, voice-recording abilities and many other features to help keep the learner organized. Even the camera comes in handy, as it can snap a picture of an object for future reference (memory jogger) or to use in a report as evidence or examples. The video camera becomes an obvious tool for the visual learners where they can create videos for homework assignments; in addition, of course, to watch the videos to learn. Additionally, if the learner wishes to transcribe later or simply re-listen, most electronic devices all have voice recorders, so the instructor can be recorded during the classroom lecture portion.
The Kindle, the Nook, the Android e-Reader, and of course the ever popular iPad, have been some of the hottest gifts to give in 2010 and 2011, according to Tim Bajarin, PC Magazine contributing editor. Mr. Bajarin also feels that tablets in general are giving PC’s and laptops a run for the market in electronic devices. (Bajarin). What makes the tablets so hot for adult e-learning is that they have e-books. “Many e-books employ multimodal features—such as video, audio, and hyperlinks—as well as interactive tools. Such tools invite readers to physically interact with the text through inserting, deleting, or replacing text; marking passages by highlighting, underlining, or crossing out words; adding comments by inserting notes, attaching files, or recording audio comments; and manipulating the page format, text size, and screen layout. Search features allow the user to locate specific words or phrases within the text or access a particular page.” (Larson, 255). These e-readers also use a special kind of lighted screen called “e-ink” to make reading easier on the eyes (no eyestrain from the electronic lights). Capacitive and resistive touch screens allow for writing simulation, using the finger or stylus, if the learner does not care to type notes.
Works Cited
Bajarin, Tim. "11 Predictions for 2011." PC Magazine. 06 Dec 2010: n. page. Web. 17 Feb. 2012. <http://www.pcmag.com/article2/0,2817,2373807,00.asp>.
Larson, Lotta. "E-Reading and E-Responding: New Tools for the Next Generation of Readers." Journal of Adolescent & Adult Literacy, 53.3 (2009): 255-258. Web. 19 Feb 2012