Mobilelearningmatrix

Alisa Bennett
ET347
Mobile Learning Matrix

Colorado
Academic
Standards
NETS
T
NETS S
1. Number
Sense,
Properties,
and
Operations
Customize
increasingly
challenging
learning
experience
for diverse
students via
ipad or
smart phone
app
Students use
math apps on
smart phones
to practice
math facts for
5 minutes
before mad
minutes test
2. Patterns,
Functions,
and
Algebraic
Structures
3. Analysis,
Statistics,
and
Probability
Learn apps
appropriate
for ipad for
Kindergarte
n and First
Grade skills
Blooms
Taxonomy
Constructi
vism
Student
Use
Direct
Instructio
n
Flipped
Classroo
m
Instructio
nism
Behavior
ism
Mathematics
4. Shape,
Dimension,
and
Geometric
Relationship
s
The ipad,
netbook, or
laptop can
buzz at
incorrect
answers, and
give a nice
ding
(reinforcemen
t) for correct
answers!
Students
create lists of
questions they
have during
lecture, then
sort the
questions for
priority
(Analysis)
Students
demonstrate
and describe
the shapes
they rotate on
the smart
board to a
classmate
(collaboration
and
Students are
able to play
with two
dimensional
shapes by
rotating and
flipping them
on the touch
screen
(Comprehensio
Students
document
findings on their
smart phones
during an
experiment,
then use
collected data to
drive thinking
and create
analysis
Colorado
Academic
Standards
NETS
T
NETS S
Blooms
Taxonomy
communicatio
n)
n)
Constructi
vism
Student
Use
Direct
Instructio
n
Flipped
Classroo
m
Instructio
nism
Behavior
ism
Reading, Writing, and Communicating

1. Oral
Expression
and
Listening
2. Reading
for All
Purposes
Teach
students how
to use
multiple apps
for
downloading
free audio
books and
readable
books to their
smart phones
3. Writing
and
Composition
Students make
recordings of
reading or
acting out a
familiar
nursery rhyme
(Comprehensio
n)
Students
access
wikipages to
view upcoming
information
prior to class
Students use
their smart
phones to
record story
ideas to
present to
reflection
group in class
Students write
Cinquain
Poems on
tablets and
submit via
Blackboard
(Synthesis)
Students use
Chronicle for
iPad to write
a journal
reflection
Students use
tablets or
mobile phones
to research 5
facts about an
animal of their
choice to share
in class
(Individual
needs/Autonom
y)
4. Research
and
Reasoning
Students
follow a
rubric to
create an
About Me
writing and
type it using
Word
Have
students
watch videos
at home
about their
research
topic, to
come in and
present to
the class.
Social Studies
1. History
Teacher
uses Cel.ly
to group
text in a
museum
about
displays to
Ask students
to research 3
facts about
the current
history lesson
to bring to
class for
Colorado
Academic
Standards
NETS
T
NETS S
Blooms
Taxonomy
Constructi
vism
Student
Use
see and
information
2.
Geography
Flipped
Classroo
m
Students use
maps apps
on smart
phones to
navigate and
then guide
others on a
field trip
Students use
digital ink
enabled tablets
to create
menus for their
in-class
businesses,
including a
price structure
Students
have free
access to
computers
and iPads to
research how
much an item
costs that
they are
saving up for
(Student Use)
4. Civics
Students get to
decide what
office to run for,
then go to
iCivics.com and
practice new
laws, etc.
according to the
office they want
to hold
1. Physical
Science
Students go to
the Youtube
channel,
MinutePhysics,
watch an
episode of their
choice, then
choose one
question that
arises from
watching that
they want to
research
Teacher uses
power point
slides to lecture
the students
about Martin
Luther King Jr.
Science
2. Life
Science
GO to
National
Science
Instructio
nism
discussion.
Demonstrate
different
stages of the
development
of a city by
using
alternative
historical
maps
3.
Economics
Direct
Instructio
n
Children
research an
animal of their
Ask students
to watch a
mythbusters
episode of
their choice,
choose one
experiment,
then use
physics to
explain the
results in
class
Behavior
ism
Colorado
Academic
Standards
3. Earth
Systems
Science
NETS
T
NETS S
Blooms
Taxonomy
Digital
Library and
learn about
different
mobile
learning
apps to use
with lessons
in class
Teacher
shows
students
how to use
Google
Earth to
view and
learn about
different
topography
around the
globe
(model
digital age)
choice online
and present
about it orally
to the class
(Comprehensio
n)
Students
use self
correcting
apps to work
in their
abilities, and
interests.
Children use
Dragon Speak
on the iPad or
smartphone
(Synthesis)
Constructi
vism
Student
Use
Direct
Instructio
n
Flipped
Classroo
m
Use Planting
Science
online
community to
plan and
think through
an inquiry
based project
Differentiation
Learning
Disabilities EEOs
Gifted/
Talented
Other
Students
practice
computer
programming
via Khan
Academy,
then
demonstrate
in class
Students use an
ink tablet to
create art, which
can be printed
in the classroom
Students
work as high
as they are
able outside
the
classroom on
Khan
Academy in
math, then
bring in
questions to
the
classroom for
teacher
support
Instructio
nism
Behavior
ism
Reflection: Mobile learning naturally lends itself to differentiated instruction and learning. When done right, it can accommodate
errors well, and help learners to learn from mistakes rather than feel defeated by them. Mostly, I think this sort of application
applies to upper grades, and not the early childhood years that I teach to, but with some stretching I can see a little application in
the early years as well.
Mobile learning speaks to current generation of users, that Generation Text mentality. Students are capable of learning and
expanding their knowledge as far as they can go when the world is at their fingertips. If all the students have their own device,
and they use the appropriate apps for learning, then they guide the pace and challenge of the learning on their own.
Differentiation naturally occurs! Students who are ready for higher levels can move on as desired, and those who require lower
levels can also be accommodated. Additionally, with mobile learning, each student is likely to feel a sense of autonomy, which
could help drive intrinsic motivation and engagement. In 21 st Century learning, we have moved beyond the computer lab model
of learning technology, and into the realm of individualized mobile learning, in every location imaginable. Additionally, with
exploring mobile learning, I suggest that one of the strongest benefits is to the flipped classroom. Students with access to mobile
devices can spend time outside of the classroom doing learning, then come to the class ready to engage. Additionally, teachers
can use apps to poll students knowledge and then use that activated prior knowledge and assessment to guide more appropriate
classroom learning. Finally, mobile technology, students are likely going to be able to explore the world from a living room couch.
Meaning, they can travel, they can learn about the world from their fingertips! Its possible to take guided tours of other
locations, thus broadening world views and knowledge. While we still struggle to provide every student with mobile devices, the
trend of the future indicates that the goal of getting technology into the hands of every students is an attainable goal, and with
that, we teachers need to be ready to employ this tool to facilitate greater learning and more opportunities for our students.

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Alisa Bennett

Mobile Learning Matrix

Reading, Writing, and Communicating

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