From a teaching and learning perspective, ubiquitous computing enables us to think about availability of virtual mentors or teachers, and/or opportunities for peer to peer and self-paced deeper learning. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are now developing the ability to provide learning opportunities to students 'anytime, anywhere'. This trend requires a rethinking of the traditional ways in which schools and classes operate.
From a teaching and learning perspective, ubiquitous computing enables us to think about availability of virtual mentors or teachers, and/or opportunities for peer to peer and self-paced deeper learning. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are now developing the ability to provide learning opportunities to students 'anytime, anywhere'. This trend requires a rethinking of the traditional ways in which schools and classes operate.
From a teaching and learning perspective, ubiquitous computing enables us to think about availability of virtual mentors or teachers, and/or opportunities for peer to peer and self-paced deeper learning. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are now developing the ability to provide learning opportunities to students 'anytime, anywhere'. This trend requires a rethinking of the traditional ways in which schools and classes operate.
Perhaps the greatest change in schools today is not the integration of technology, not the way classrooms are being built, not even the changes in curriculum and assessment, but that the role of the teacher in the classroom is being transformed in ways that we're not fully aware of or ready for. To be effective in the midst of such change teachers need to become more critically reflective, being open to examining the deeper assumptions they have about what they are doing and why they are doing it.
Our education is no longer confined to the school we live in - we can access courses/subjects from almost anywhere and at any time. The world is our classroom. Global connectivity now enables student driven niche learning projects - if schools and teachers allow and enable them to happen.
There are now more hand-helds sold world-wide every year than desktops, and in New Zealand there are now more mobile phones sold than the size of our population. The relative ubiquity of the hand-held over the locked-in-location limitations of the desktop, combined with the proliferation of feature sets on mobiles mean that an increasing number of people are choosing these smaller, portable devices for communicating, searching the web, storing information, and recording events, as an integral part of their lives.
