EDUCATIONAL TECHNOLOGY PUBLICATIONS Program, Its Topics, and Its Audiences, 700 Palisade Avenue the More Difficult the Evaluation
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Volume 47, Number 3 May–June 2007 Interactive Learning Systems Evaluation Interactive Learning Systems Evaluation is a pragmatic guide to evaluating interactive multimedia products, such as e-learning and distance education programs. “A lot of time and a lot of money have been invested in the development of interactive educational products in the last decade and yet effective evaluation has rarely been carried out. One reason is that there has been too much mys- tique surrounding the term ‘evaluation’. I have worked with academics in the design and evaluation of such products for ten years and would have loved to have had access to a book like this during that period. This book demystifies evaluation and provides clear and accessible guidelines to assist all parties involved in educational product development to optimize the development process itself and the likelihood that student learning will be enhanced. A ‘must’ for every production group and educational development unit.” Carmel McNaught, Chinese University of Hong Kong “Even very experienced Interactive Learning System developers struggle with evaluating the product of ORDER FORM their labors. And the more complex the EDUCATIONAL TECHNOLOGY PUBLICATIONS program, its topics, and its audiences, 700 Palisade Avenue the more difficult the evaluation. Drs. Englewood Cliffs, NJ 07632-0564 Reeves and Hedberg have provided a comprehensive, valuable, and highly ❏ Please forward one copy of Interactive Learning useful guide for evaluating a broad range of interactive learning systems, from Systems Evaluation, by Thomas C. Reeves simple to highly complex.” and John G. Hedberg, at $59.95. Joseph V. Henderson, M.D. Dartmouth Medical School ❏ Payment enclosed. ❏ Master Card or ❏ Visa purchase: “Eminent technologies present new wrinkles for evaluators, in an already lumpy field. This book smoothes out those Card number:_______________________________________________________ wrinkles, providing a rich mix of theory and practice, with sound guidance about Expiration date:______________________________________________________ why, how, and what-if. I particularly like the grounding in the literature, international Name of individual listed on the card:____________________________________ references, and frequent case studies.” Allison Rossett, San Diego State University Signature:___________________________________________________________ “Reeves and Hedberg fill a large gap in Note: Credit card orders may be placed via telephone, toll-free in the USA and Canada: evaluation textbooks. The book provides 1-800-952-BOOK; or may be faxed worldwide to: 201-871-4009. methods that allow much more rigorous Website: BooksToRead.com/etp examination of Instructional Technology than has been typically done to date. In Name______________________________________________________ addition, graduate students were very positive about the text when using a trial version of this book in a class on evalu- Address_____________________________________________________ ating instructional technology. The meth- ods described in the book will go a long City________________________________________________________ way to improve the caliber of evaluation and research in this important area.” State or Country________________________Zip___________________ Stanley Vamhagen, University of Alberta CONTENTS Special Issue on Highly Mobile Computing 3 Introduction to Special Issue Mark van ’t Hooft and Philip Vahey 6 Educational Technology for the Mainstream: A Call for Designing for Simplicity and Reliability Cathleen Norris et al. 10 Highly Mobile Devices, Pedagogical Possibilities, and How Teaching Needs to Be Reconceptualized to Realize Them Karen Swan et al. 13 Using Handhelds to Link Private Cognition and Public Interaction Philip Vahey et al. 16 Teacher Uses of Highly Mobile Technologies: Probes and Podcasts Robert Tinker et al. 21 Classroom Connectivity: Increasing Participation and Understanding Inside the Classroom Stephen Hegedus 26 What Happens to “Writing Across the Curriculum” with Handheld Devices? Louise Yarnall et al. 29 Can Handhelds Make a Difference? Lessons Learned from Large and Small Scale Implementations Christine Tomasino et al. 33 Learning Bridges: A Role for Mobile Technologies in Education Giasemi Vavoula et al. 37 In and Beyond the Classroom: Making Informal Learning Truly Ubiquitous with Highly Mobile Devices Yimei Lin 40 Handheld Computers in Education: An Industry Perspective Mark van ’t Hooft and Philip Vahey 43 Blurring Lines with Mobile Learning Games Eric Klopfer Volume XLVII 47 Creating a Powerful Learning Environment with Networked Mobile Learning Devices Number 3 Valerie M. Crawford 50 Education’s Intertwingled Future May–June 2007 Judy Breck About This Issue Regular Features A special issue 54 Francis Keppel: An Ed Tech Classic on highly mobile 56 Richard E. Clark: Point of View computing; plus regular features 60 Alexander J. Romiszowski: Topics for Debate 62 Kevin Walker: European Educational Technology 64 Marc Prensky: New Issues, New Answers (201) 871–4007; Fax: (201) 871–4009; to order: (800) 952–BOOK toll-free in the United States and Canada. Available by subscription only, one year for Educational Technology (ISSN: 0013–1962) is $159.00 in the United States, $179.00 Copyright © 2007 by Educational Technology elsewhere; three-year subscription, $419.00 and Publications, Inc., 700 Palisade Avenue, $469.00. Single issues are $30.00 each. Back Englewood Cliffs, New Jersey 07632–0564. All volumes are $179.00 each (available from rights reserved. No part of this magazine may be 1964–2006). reproduced or transmitted, in any form or by any means, electronic or mechanical, including The periodical title “Educational Technology” is a photocopying, recording, or by any information trademark registered in the U.S. Patent Office. storage and retrieval system, without permission in writing from the Editor and Publisher, Readers are invited to submit articles and Lawrence Lipsitz. Reader Comments for possible publication. Address all material to Lawrence Lipsitz, Editor, Periodicals postage paid at Englewood, New Educational Technology Magazine, Educational Jersey, and at additional mailing offices. Technology Publications, 700 Palisade Avenue, POSTMASTER: Send address changes to Englewood Cliffs, New Jersey 07632–0564 (Fax: Educational Technology Publications, Inc., 700 201–871–4009; E-mail: [email protected]; Palisade Avenue, Englewood Cliffs, New Jersey World Wide Web: BooksToRead.com/etp). 07632–0564. USPS: 168–920. Educational Technology is indexed in the Current Published bi-monthly at 700 Palisade Avenue, Index to Journals in Education and in Education Englewood Cliffs, New Jersey 07632–0564; Index. University of Nevada; Gary Marchionini, University of North Carolina; Barbara L. Martin, University of Central Florida; Richard E. Mayer, University of Zane L. Berge, University of Maryland; Charles California; Hilary McLellan, Consultant; M. David Blaschke, Education Turnkey Systems; Robert K. Merrill, Brigham Young University; William D. Milheim, Branson, Florida State University; Ward M. Cates, Penn State University; Thomas C. Reeves, University Lehigh University; Clifton Chadwick, the British of Georgia; Charles M. Reigeluth, Indiana University; University in Dubai; Richard E. Clark, University of Alexander J. Romiszowski, Syracuse University; Ellen Southern California; Betty Collis, University of Twente, Rose, University of New Brunswick, Canada; Allison The Netherlands; Christopher Dede, Harvard Rossett, San Diego State University; Gordon University; Rodney S. Earle, Brigham Young Rowland, Ithaca College; James D. Russell, Purdue University; Peg Ertmer, Purdue University; Diane M. University; Marlene Scardamalia, University of Gayeski, Ithaca College; Andrew S. Gibbons, Brigham Toronto, Canada; J. Michael Spector, Florida State Young University; Steven Hackbarth, New York City University; Rand J. Spiro, Michigan State University; Public Schools; Wallace Hannum, University of North Dean R. Spitzer, IBM; Robert D. Tennyson, University Carolina; Denis Hlynka, University of Manitoba, of Minnesota; Drew Tiene, Kent State University; Canada; Paul Hood, WestEd; David Hung, National Guglielmo Trentin, Institute for Educational Institute of Education, Singapore; David H. Jonassen, Technology, Italy; Jeroen J. G. van Merriënboer, University of Missouri; Roger Kaufman, Florida State Open University of The Netherlands; Barry Willis, University; Greg Kearsley, Consultant; Badrul H. University of Idaho; Brent G. Wilson, University of Khan, BooksToRead.com; Cleborne D. Maddux, Colorado. programs such as Oregon Trail began to appear in a Introduction to few classrooms. However, the main use of computers remained in academia. Researchers began investigating new ways of using the computer in education through Special Issue probes, simulations, and collaboration. The Internet and email were being used by a small number of on Highly Mobile academics. Creative thinkers such as Seymour Papert described a future where computing was the center of education. Even so, computers were still too big, too Computing expensive, too slow, and too esoteric for education (or most of society) to take seriously. Mark van ‘t Hooft In the next 20 years that all changed. With desktops, laptops, cell phones, the World Wide Web, WiFi, Kent State University, RCET handhelds, game consoles, streaming video, tablets, smart boards, and smart phones, innovation after Philip Vahey innovation came pouring out into the world.