To Unlock the Learning Value of Wireless Mobile Devices, Understand Coupling
Résumé
Handheld computers will become an increasingly compelling choice of technology for K-12 classrooms because they will enable a transition from occasional, supplemental use to frequent, integral use [1, 2]. Early evaluations suggest teachers and students respond to handhelds favorably [3]. At the same time, these devices will become communication enabled, through wireless technologies such as infrared beaming or radio-based local area networks. The clarity with which we can see the potential has led some to declare that the revolution has arrived and that by rapidly moving to this new technological platform, innovators could achieve large scale impact on learning. Perhaps. But perhaps not. Every new generation of learning technology brings with it a new deep conceptual issue that learning technologists must entangle in order to unlock the learning value of raw technological potential [4]. The field of computer supported collaborative learning has already successfully tackled two key issues, control and representation [5]. This current research base, however, is insufficient to unlock the value of wireless internet learning devices (WILDs). A third issue, hinted at but not fully explored in prior work [6], now must become our central focus of attention. The issue is the nature of the coupling between social and informatic worlds, and within the social and informatic worlds [4]. (http://ieeexplore.ieee.org/Xplore/login.jsp?url=/iel5/8056/22273/01039214.pdf)