3G Phone-based Mobile Learning for Improving K- 12 Tearchers Educational Technology in Rural Area
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2 2010 Second International Workshop on Education Technology and Computer Science 3G Phone-based Mobile Learning for Improving K- 12 Tearchers Educational Technology in Rural Area Wu Junqi Department of Information Technology HuaZhong Normal University Wuhan, China Qi Lili, Zhengbing Hu Department of Information Technology HuaZhong Normal University Wuhan, China Abstract With the continuous development and improvement of the Internet, Mobile Education Network and Mobile Telecommunications Equipment and the gradual increase in the level of the rural economy and the concept of modern learning lifelong learning in-depth impact and teachers requirements for further educational technology, mobile learning becomes tools for teachers to develop and improve their educational technology. This paper analyzes some problems of the traditional educational technical training and the advantages of mobile learning,investigating the use of 3G phone in rural areas as well as k-12 teachers understanding of improve educational technology thought mobile learning and pointes out the feasibility of the 3G phone-based mobile learning in rural area to improve k-12 teachers educational technology and then notes 3G phone-based model of Mobile Education Learning Systems and provides resource for k-12 teachers in rural area. Keywords: 3G phone mobile learning; k-12 teachers; educational technology I. INTRODUCTION The 21st century is a competitive century; it needs highquality personnel who own a broad range of capabilities and adaptability. The development of such high-quality personnel requires high-quality teachers. Educational technology is basic professional skills in modern education, because instructional design which is the teaching ability about how to teach for teachers is the core of educational technology. Instructional design is teacher's magic weapon for winning. In December, 2004 the Ministry of Education promulgated the "Educational Technology Competency Standards for Teachers (for trial implementation), which subsequently incorporated into the scope of k-12 teachers in vocational assessment and primary and launched a program to construct k-12 teachers educational technology to promote teachers educational technology. II. THE FEASIBILITY OF 3G PHONE-BASED MOBILE LEARNING TO IMPROVE THE ABILITY OF K-12 TEACHERS EDUCATIONAL TECHNOLOGY IN RURAL AREA A. The existing problems of traditional educational technology training To implement the standard, the Ministry of Education specially launched a "educational technology capacity-building project for national k-12 teachers" in April K-12 teachers in rural areas have been trained, too. This mandatory training also have some problems while playing a significant role then: First, teachers educational technology capacity requires gradual accumulation. It is not enough for teachers to be trained alone but may self-improve. The other hand, under the influence of lifelong education, more and more people are involved in it. The concept of rural teachers also gradually updated, they can not attend training in the city very far away once there is a need. Both teachers energy and schools expenses does not allow. So this training programs being held gathering in city is unable to meet the needs of rural teachers. They need to get relevant information to solve their own problems anytime, anywhere. B. The advantages of 3G phone-based mobile learning in rural area Mobile learning just can meet the need to learn anytime, anywhere. Mobile learning which is based on E-learning is a new type of learning relying on Mobile Communications Technology or Wireless Network Technology and using mobile devices to get educational resources, educational information and education services anytime and anywhere. Mobile learning devices must be able to render learning content effectively and provide communication between users, which means that learning institutions are no longer confined to a classroom, a library. With the help of wireless network and communication technologies, mobile learning will allow learners to personalize learn when needed anytime and anywhere. Learners here are not only students, but also including teachers, farmers, workers and other trades personals. Under the concept of lifelong education, not just young people, but /10 $ IEEE DOI /ETCS
3 elderly people can enjoy the learning anytime and anywhere. Therefore, mobile learning has characteristics of wireless mobility, high portability, extensive, interactive, and sharing. This provides a broad space for mobile learning to improve k- 12 teachers educational technology in rural area. However, mobile learning should be achieved by mobile learning system which composed of three parts: the Internet, mobile education network and mobile communication devices The Internet is a global information system and also an effective carrier of educational resources. Mobile education network is an platform which enable individuals and institutions communicate through the sharing of information (such as curriculum support service system, course content).mobile devices means mobile phones, PDA, notebook PCs, etc. PDA and notebook PCs have more powerful features than the phones, but because it s expensive and Chinese national conditions, the number of PDA and notebook PC is still limited, especially in rural areas. However, according to the survey, over 95 percent k-12 teachers in rural areas own phones. C. The survey of 3G phone-based mobile learning s feasibility In order to study the feasibility of mobile phone for rural teachers, we conducted a survey as well as interviews of k-12 teachers in more developed provinces rural areas. The survey involved a total of 120 teachers. The results of the survey are as follows: 1) statistics of cell phone: Whether you have a cell phone, what is your mobile phone type: A. 3G mobile phone B. with Internet access business phone C. no Internet access business phone? Figure 1. statistics of cell phone It can be seen that in rural areas, the percentage of mobile phones has reached 100%. 96 percent teachers have a sense of surfing on the internet, indicating that as the extension and expansion to the rural areas of network information and new educational ideas. Rural teachers have been gradually stepped into the modern age and joined the learning in network conditions. They can use these mobile devices obtaining information and own the ideological premise for mobile learning. 2) statistics of using mobile phone learning: What do you mainly for using the cell phone? A. sending text messages, B. surfing on Internet C. others Figure 2. statistics of using mobile phone learning As the globalization process of network has affected the world's people, rural areas is no exception, teachers who surfing on Internet reach 68%, indicating the influence of network to teachers is important. They have accepted this impact and made a feedback, which means teachers have the awareness and capabilities of information retrieval and further connect education resource site for mobile learning to promote their educational technology capabilities. 3) The understanding of improving educational technology by mobile learning : Do you think it is necessary to improve educational technology by mobile learning? A. no need to B. need to Figure 3. The understanding of improving educational technology by mobile learning 89% of the teachers will accept mobile learning; they think mobile learning can improve their information technology capabilities. 4) statistics of mobile learning device orientation: If you have mobile learning opportunities, which would you choose: A. Mobile phone B. PDA C. laptop Figure 4. statistics of mobile learning device orientation 822
4 Because of the limited economic conditions in rural areas, 64% of the teachers will choose mobile phones as mobile learning devices. Based on the above investigation, we conclude that the rapid development of mobile communication technology and the greatly improved network environment, especially the emergence of the third generation mobile communication technology-three G provide a new way of learning for k-12 teachers in rural areas. Wireless Communication technology has been developed rapidly. Today, the prospects of the number of people who have mobile phones and wireless communications surprise everyone. The basic conditions for mobile learning basically possess. The new type of rural teachers strive to make teaching content more modern and teaching methods more scientific and educational technology more improvement. It inevitably calls for "the best way to obtain the necessary information when needed anytime and anywhere".3g phone-based mobile learning connected such learning concepts and technologies seamlessly, so that students can experience a new experience of learning which the mobile communication technology brings in an open state anytime and anywhere. III. THE MODE OF 3G PHONE-BASED EDUCATIONAL LEARNING SYSTEM 3G phone-based educational learning system has the basis of Educational Technology Competency Standards for Teachers (for trial implementation), tracing by demand of improving teachers educational technology and with the focus of making up knowledge and capacity-building. We should gradually increase and sub - implement. A. General idea of system design The system is designed learning environment where learners not only can choose learning but also share real-time and non real-time discussion among students or between students and teachers for k-12 teachers anytime and anywhere. Therefore, we should take full account of teachers characteristics when designing mobile learning system, combining with mobile learning model: 1)System location: Mobile Learning System services for k-12 teachers. They can escape from the shackles of time and space and study and work based their need by themselves flexibly. 2)Providing real-life situation. That is, providing authentic learning tasks and problems for k-12 teachers. So teachers can put together study and practical work and life to enhance their knowledge migration and the ability of solving practical problems. 3) Supporting a variety of learning mode. Mobile learning system should be learner-centered and be able to support individualized learning, collaborative learning and discussion-based learning modes. 4)Providing different levels of learning content. Rural teachers educational Technology skills are in different level. Some are lack of theoretical knowledge, some are lack of capabilities of instructional system design, others are lack of the skills to master advanced technology. It should meet the needs of teachers in different levels. 5)Providing learning content of different disciplines. Rural teachers teach different disciplines. Mobile learning system should design based on the characteristics of different disciplines to meet the different needs of educational technology in different disciplines. Figure one shows system architecture of mobile learning application in k-12 teachers education in rural area.in this architecture, mobile learning system is divided into presentation layer which is located in the client side, logic layer and data services layer which are located in the server side [5] 1) Data services layer Data services layer provides data sources for the application process. Data Service Layer includes five types of databases- information database of teachers and students, learning resources database, forum database, SMS database. Information database of students records basic information of students. Information database of teachers records the basic information of teachers. Learning resource database includes the database of concept, principles, technical services, operations, evaluation findings and specific problem-solving and other types of learning resources (text, picture, animation, audio, video etc.).learning resources database stores by classification. Users can query by keywords, such as concepts, principles, techniques, problems etc. All kinds of resources include online and downloadable resources. Forum database includes various kinds of information exchanges between teachers and students, among teachers and among students. 2) The logical layer The logical layer which packages the business services of system is the core of the entire system. It is responsible for processing and displaying the request of the presentation layer and doing logical judge for business process. Once passing, it will call for the database content and then process data, returning the processing results back to the presentation layer, that is, the user's mobile phone screen. Logical layer includes four functional blocks, namely, system management module, teaching and learning management module, learning module, 3) The presentation layer The presentation layer is the interface of interaction of students and the system. Primarily achieve communication between students and the results of logical process through the 3G phone's browser by running WML, VBScript, JavaScript and other procedures. The system provides different user interfaces for teachers, students and system administrators respectively. 823
5 Presentation Layer Figure 5. Teachers Students System Administrators Mobile device-3g mobile The integration of Mobile Internet / WLAN satellite and Logical Layer System management Teaching management Learning management Learning Module Module Module Module Data services Layer Teachers Students Learning Resources Forum SMS The mode of 3G phone-based educational learning system IV. THE DESIGN OF 3G PHONE-BASED MOBILE LEARNING RESOURCES A. The requirements of learning resource of k-12 teachers to improve their educational technology in rural area 1) Educational technology-related learning materials Mobile learning system must provide educational technology-related learning materials which fit different types of disciplines, such as the educational theory, teaching methods and teaching strategies design of different discipline and so on for teachers of different subjects to raise their learning interest and motivation. 2) Design networks content According to the characteristics of various disciplines to design different networks content, particularly emphasizing on practical content and guiding teachers in-depth study the advantages and limitations of multi-media in teaching so that teachers would select multi-media according to teaching needs to give full play of multi-media. 3) Learning materials limited by phone screen Because of the limited screen, learning materials which provided by 3G-based mobile learning must be strong generalization and availability. 4) problem-based learning The common purpose of teachers learning is problembased. They do not have enough time to conduct educational technology as full-time students but only learn when there is a question.the particularly prominent characteristics is using as soon as learning. B. The type of learning resources suited for 3G phne-based mobile learning As the 3G phone as mobile devices has limited interaction such as no keyboard, small screen, etc, there are some problems in the development of mobile learning resources. Some types of multimedia information can not be displayed on the mobile phones screen. So the information of mobile learning is still text-based. It should develop the learning content which most appropriate to hearing, fragmented time, less interference. In selecting types of teaching resources, you are given priority to the following types 1) Electronic Teaching Plan: Based on the relevant standards of "Educational Technology Competency Standards for Teachers (for trial implementation)", it provides teachers with not only the specific content of these standard and corresponding requirements, but also the key points and difficult contents and so on. Such resources, mainly for teachers who have poor educational technology to understand the relevant provisions and requirements, thereby they will focus on these areas. 2) Electronic Dictionaries as a tutor. As electronic dictionaries it contains the relevant concepts, terminology, background knowledge and other contents such as the basic concept, the main theoretical foundation, the basic content and the basic research methods of educational technology about educational technology. Teachers can enter the corresponding knowledge through hyperlink according to the need to search the concept of knowledge points. 3) E-encyclopedia as a expert : Detailed explanations for each knowledge point for learners to learn further. The interpretational content should be designed in the hyperlinks form by considering the non-linear way of thinking.for example; Exercise explanations should give full consideration of learners thinking response time. 4) Electronic Q & A as instance assistant : If teachers can not still understand knowledge points through e-learning and e-dictionary queries, then they can use the Electronic Q & A. That is, the learners can visit the question database which will give the pre-set automatic answers. 5) Streaming media courseware: This resource type merges sound, images and so on. However, the size of it should be moderate when used in mobile devices such as photo. Japan Network University designed a curricula suited for mobile phone version, audience can see a pyramid picture displayed on the screen. According to a professor s sound through the speaker phone, this picture changes constantly. V. CONCLUSION We have found a way for k-12 teachers in rural area with which they can learn anytime and anywhere to improve their educational technology. It is a way to save time and effort and a way of self-improvement. In the support of mobile learning resources and mobile learning network, I believe that educational technology of k-12 teachers in rural area will develop well. The current era of learning is mobile learning; the current rural era of learning is 3G phone-based mobile learning. Under the influence of the lifelong learning and education, teachers will be the first to join the ranks, raising their professional skills to meet the developing information society. Then, the modern farmers, workers, students will 824
6 gradually join the ranks of mobile learning. This will improve information literacy of our overall national people. REFERENCES [1] WANG Feng-lin,LI Wang-xiu,LI Hua-xin.Quantitative Analysis of Domestic Articals on M-Learning[J]. Modern Education Technology,2008, 18(12), [2] Lin Li-mai,Chen Guo-sheng,Huang Wu-gang, Gao Guang- zhao.studies on mobile-education system of modern farmers[j]. Agriculture Network Information,2008,(6), [3] Liu Yujun,Ge Shufang.An Overall View of the Mobile Learning Domain[J]. Modern Education Technology,,2004,14(3), [4] Li Yanmin.Explore in Mobile Learning in the continuing education of teachers[j].journal Jimei University,2008,9(4),34. [5] Lin Li- mai,chen Guo- sheng, Huang Wu- gang, Gao Guang- Zhao. Studies on mobile educational system for modern farmers [J]. Agriculture Network Information, 2008, (6), 80. [6] Zhang Wenlan,Wang Ling.A comparati ve study on educational technology ab il ity traini ng for pri mary and secondary school teachers at home and abroad[j]. China Medical Education Technology,2004,14(3), [7] Yuan Zhong-ying. On Training Teacher s Ability and Professional Accomplishment [J]. Journal of benxi college of mrtallurgy,2004,6(1). [8] Huang Yu-kun.An exercise of and ponder over the teacher s training for educational technology[j]. Journal of Shenyang Agricultural University (Social sciences Edition),2005,11(3), [9] Li Li-shan, Tang Wen-xue.Fresh Reading: A New Way of College Teacher's Teaching Skills Development[J].Computer Knowledge and Technology, 2009,5(11), [10] Li Shu-ming, Chen Yun-hong, Yang Xing-ben.Research of aptitude culti vati on about educati on technolog on element ary and m iddle school teachers[j].journal of Hubei Normal University (Natural Science),2008,28(2), [11] [12] Log= [13] 130]@page.pdf. [14] ] [15] 825
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