Methodology

Popular conception has it that mobile devices primarily encourage consumption rather than creation. In order for this perception to be overcome, a paradigm shift needs to occur. To help raise awareness of the pedagogical potential of mobile devices a number of methods will be put into practice. Students are required to use (their) mobile devices for classroom activities as well as homework. Activities take into account the entire spectrum of cognitive skills elaborated by Bloom and thus range from mind-mapping to more creative problem-solving tasks. ! Students are thus introduced to a manageable number of applications that can enhance their learning in a variety of ways. These applications range from rather straightforward remembering tools to more demanding creative tools, thus gradually moving up Bloom’s taxonomy ladder. Since I will also make use of these tools myself, this thesis will indirectly focus on my professional development and teaching methods as well.

Outcome

What it all comes down to is to put learning quite literally (back?) into students' hands. Tasks that favoured collaboration, sharing and communication made students appreciate not only mobile technologies but also their peers as valuable resources for learning. Throughout the mobile learning sequence, increased motivation, productivity andautonomy were recorded. The learning environment also profited from mobile devices through increased spontaneity and flexibility. As far as the teacher is concerned, he took on the role of the facilitator, the guide on the side who is a resource as well as a means toadditional resources. He introduces the tools and thus makes new ways of learning (and teaching) possible.