Chang begins the article with an
analysis of the impact of computing technology on the learning capabilities of
students in K-12 education levels.
Despite this, the author continues by presenting evidence which suggests
that the majority of students still have limited or, in some cases, no access
to computers in most classroom settings.
The expense of the tools is often cited as the reason that children do
not receive access to them but Chang then describes the growing power of
portable devices at a more manageable price for school districts. In addition, voice recognition software gets
a particular mention due to the extensive upgrades to the capabilities of such
programs in terms of speech recognition.
After establishing the ability of
these portable devices, Chang then describes how the technology can assist with
distance learning exercises and enable students to better organize information
that can be presented to multiple people simultaneously. With these devices, students are able to make
a form of image map that can organize information much more succinctly than
traditional computing technology in a visual form. Furthermore, the devices enable learning
through audio inputs as well as text and visual images. The software exists that enable students to
effectively speak and leave audio messages for other students much like they
might write a forum post or type an email message. This technology allows a wider range of input
options which can assist students who may feel alienated by traditional
distance learning options that are commonly available.
Audio based messaging would be a
boon for librarians wishing to field requests from many students. Pupils who may have limited reading or
writing skills would be better able to make requests from a distance if allowed
to speak. In addition, it would be
easier for librarians to compose step by step instructions for students to
follow, enabling the student to feel as if though the librarian is physically
present in the room and assisting them with their query. Enough students could have access to phones
and other portable devices to enable a program of after-hours library
assistance. By having a limited number
or cycling roster of librarians available for queries at certain hours,
students may receive some degree of assistance even if they are not at the
school. In addition, audio based input
would assist students that are blind or have other issues that may prevent them
from fully utilizing traditional learning structures and programs.
Chih-Kai
Chang1, c. (2010). Acceptability of an asynchronous learning forum on mobile
devices. Behaviour & Information
Technology, 29(1), 23-33.
