In recent years, there has been a renewed focus on STEM education in the United States, fueled by evidence that young learners’ competencies in science, technology, engineering, and mathematics are falling behind those of their global peers.
Scholars and practitioners are beginning to utilize the new pedagogical opportunities offered by mobile learning to improve the successes of teachers and K-12 students across STEM subjects. Mobile Learning and STEM: Case Studies in Practice is a comprehensive collection of case studies that explore mobile learning’s support of STEM subjects and that utilize mobile technology to facilitate unique and effective K-12 teaching and learning experiences. In addition to its focus on STEM achievement for researchers, this volume is a resource for teachers working to implement mobile learning initiatives into their classrooms.
Mobile Learning and STEM also includes research that is applicable to classrooms in nations around the world, where few students from underrepresented racial and socioeconomic backgrounds are entering into STEM jobs. Concluding with a summary of its research and its implications to future scholarship and practice, this book is a springboard for practitioners, specialists, higher education instructors, and researchers who want to establish better practices in schools and raise student achievement in STEM subjects.
Table of Contents
Introduction by Helen Crompton and John Traxler
Chapter 1. Mobile Learning and STEM: First Experiences in a Senior High School in Ghana by Margarete Grimus and Martin Ebner
Chapter 2. Using the cameras on mobile phones, iPads and digital cameras to create animations in science teaching and learning by Jocelyn Wishart
Chapter 3. Evaluating the Use of Mobile Technology in Math Education: A Case Study by Christina Gitsaki and Matthew A. Robby
Chapter 4. The impact of an outdoor mobile-supported learning activity on students’ motivation, perceived performance and satisfaction by Stavros A. Nikou and Anastasios A. Economides
Chapter 5. Learning to see with a different eye: using the cameras on mobile phones and PDAs in science teaching and learning by Jocelyn Wishart, Sakunthala Yatigammana Ekanayake, and James Fernandes
Chapter 6. Supporting Mobile Learning and Citizen Science Through iSpot by Will Woods, Kevin McLeod, and Janice Ansine
Chapter 7. Creating Concept Driven Videos to Promote Autonomous Learning by Alissa K Carter
Chapter 8. EcoMOBILE: Designing for contextualized STEM learning using mobile technologies and augmented reality by Amy Kamarainen, Shari Metcalf, Tina Grotzer and Chris Dede
Chapter 9. Project Outbreak: Take Biology Out of the Classroom and into the World by Farah Bennani and Kae Novak
Chapter 10. Engaging science learners through lived practice via a collaborative mobile game by Denise M. Bressler
Chapter 11. Mobile Learning with a Remotely Operated Science Laboratory by Donggil Song and Paul Kim
Chapter 12. The Relationship between Mobile Learning, Instructional Delivery and Student Motivation in a Large Undergraduate Science Class by Kristen H. Gregory and Helen Crompton
Chapter 13. A New Approach to Mathematics Learning K12 in Turkey by Gonca Telli Yamamoto and Emre Firat
Chapter 14. Integrating Two Technologies: Tablets and Teaching by Jarek Sierschynski
Chapter 15. Embodied Learning on the edge of Mobile by Mattias Davidsson
Chapter 16. A Case Study of Synchronous Collaboration in Middle School Math by Billie Jean Holubz
Chapter 17. Mobile Learning (M-Learning) As A Paradigmatic Mechanism To Facilitate Technology-based Learning In A Developing Country by Suzaan Le Roux
Chapter 18. Mobile Learning for Online Practical Science Modules in Higher Education by Victoria Nicholas
Chapter 19. An Exploration into Mobile Gamification in an Information Technology Classroom by Laurie Butgereit
Chapter 20. Towards Mobilizing Mathematics via Gamification and Mobile Applications by Ferial Khaddage and Christoph Lattemann
Conclusion by John Traxler and Helen Crompton
Helen Crompton is Assistant Professor of Instructional Technology in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia, USA.
John Traxler is Professor of Mobile Learning at the University of Wolverhampton, UK, where he also directs the Learning Lab.
"STEM education is undergoing a paradigm shift as teachers in the US and around the world move from banning to requiring mobile devices during lessons, lectures, labs, and field trips. Internationally renowned mobile learning experts Helen Crompton and John Traxler have assembled a timely and indispensable resource for teachers, education researchers, and scientists navigating this transition. The book is brim-full of evidence-based, actionable case studies at primary, secondary, tertiary, and informal education levels."
Dr. Declan G. De Paor, NSF Project Director, "Google Earth for Online and Distance Education (GEODE)"