The world of education is the sector of the economy so far the least changed by technology. Ten years from now, that won’t be the case. (Bill Gates, 2009)
Mobile Technology
Technology in the classroom is nothing new. Up until quite recently, though, it was mainly used to bolster existing curriculum and instructional methods rather than create new learning opportunities. PowerPoint slides improved overheads, for example, but it was not a radical shift in presentation. Mobile technologies suggest entirely new practices in the classroom, whether it is individualized learning, cloud collaboration, or taking advantage of students’ texting proclivities. “Mobile technologies offer a new paradigm in connectivity, communication, and collaboration in our everyday lives. For education, these are huge opportunities to provide an experience that is relevant and engaging” (Sabourin, J. et al., 2015. p.7). Using mobile devices in the classroom also provides an opportunity to address digital literacy, privacy, and other real-world concerns.
The “digital natives” (Prensky, 2001) that inhabit many K-12 classrooms today have grown up immersed in technology, and an increasing number of teachers are using mobile technology and apps to involve students in their course materials. A Pew Research Center Study in 2013 found that:
- 73% of teachers surveyed reported using mobile phones either in the classroom or for assignments
- 45% reported using and e-book reader
- 43% reported using a tablet
That number his likely grown, facilitated in part by devices brought to school by students. In Canada, a 2013 MediaSmarts Survey found that 25% of Grade 4 students owned a cellphone, as did 90% of Grade 11 students. In fact, one of the decisions faced by schools implementing mobile technology programs is whether to implement “BYOD” (bring your own device), or “1:1” (providing the same device for each student). Each has challenges:the cost of a 1:1 program may be prohibitive, while a BYOD scenario may mean adapting to multiple devices and platforms, as well as helping students that don’t have one of their own. Moreover, some students may have no internet access outside of school (and some schools themselves might have no access), creating a gulf between those who do and those who don’t. Further challenges to using mobile devices in the classroom include:
- Their use must be monitored
- They have limited physical attributes as compared to laptops/desktops (e.g. no keyboard)
- Their use must be well implemented to be effective
That said, for benefits of a implementing mobile technology in the classroom has numerous benefits, including access to the myriad of apps available.
Apps in the Classroom
As mentioned, there are an amazing number of educational apps available. Though many are not particularly well-designed for learning, others are suited for use in the classroom. Some of the reasons to consider using mobile apps in the classroom are:
- Extending learning: Apps are extending learning beyond the classroom walls by moving with the student from the classroom, to the library to the home. This provides the flexibility and opportunity to continue learning where and when the student chooses.
- A vast library of resources: With thousands of apps, students and teachers have instant access to a wealth of information from experts in their fields. For example, Khan Academy has a variety of high quality lecturers on a range of curriculum subjects and the Encyclopedia Britannica app allows you to explore an array of knowledge in an easy to use digital format.
- Reducing printed material and books: Using apps reduce the need for heavy textbooks and the production of reams of printed material. Digital content can be updated continuously and has the ability to include hyperlinks and videos. It can also potentially offer financial savings on textbooks and materials.
- Improving STEM skills: The use of apps and gaming techniques in the classroom can aid understanding of complex concepts and the development of science, technology, engineering and maths skills (STEM). According to the Department for Education, two of the largest studies in the UK looking at ICT’s impact on attainment have found there are statistically significant positive relationships between the use of ICT and achievement in these core areas.
- Engaging the hard to reach: Technology is seen as increasing students’ confidence and motivation by making school work more enjoyable. A student’s attitude and involvement in learning changes as it is considered as fun and not regular education.
- Preparing students for the workplace: The ability to confidently use technology in the 21st century is a necessary skill in most workplaces. Using apps in schools will further develop the learners’ abilities to use the technology they are likely to encounter in their future careers.
- User-friendly to students with disabilities– There are many apps for students with cognitive disabilities. It has really been useful for students with who have problems with communication skills like autism
- Enhance communication between students and teachers or between the students and their class colleagues
On the other had, potential problems associated with using apps in the classroom include:
- Choosing the right apps: The store contains millions of apps that support different subjects and different thinking skills. Teachers need support in order to choose apps that fit best in their situation and achieve their learning goals.
- Cost: There are several free applications available in stores, but some of the classrooms’ specific apps maybe expensive, especially collaboration apps that allow teachers and students to connect together in real time and work on the same activity together. Also, in areas, where students don’t own tablets, schools have to offer devices for students in order to use apps
- Online safety and security: Understandably one of the biggest concerns is regarding online safety and students accessing unsuitable material. This is why many search engines now provide filtering facilities to remove unsuitable sites for search results. The majority of tablets allow parents to activate controls for security and privacy too. Schools embarking on digital learning should develop an e-safety policy to make students aware of the potential risks and encourage responsible online behavior.
- An unnecessary distraction: Some teachers and parents are of the opinion that tablets will simply be a distraction in the classroom. However, many schools have found that introducing tablets have actually helped increase student engagement because of the multi-media experience they offer.
- Privacy: most apps are cloud based and many use tracking cookies. Student information could be held in almost any jurisdiction, and the potential for breach of privacy has to be considered.
Apps at Home
While we have focused here on apps in the classroom, educational apps are also widely used at home. In 2013, a Common Sense Media Report found that 58% of parents in the United States had downloaded apps for their children, up 29% from 2011. In fact. the Preschool/Toddler category is the most popular category of apps in the App Store, accounting for 72% of the top paid apps (Shuler, 2012). Parents, perhaps even more so than educators, are faced with the dilemma of finding apps that have a valid educational purpose while wading through the hundreds of thousands available.
Next: What’s the Market?
Opportunities for Educational Apps 
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