This is a great question. Recently, I have found that my students are looking up the material we are covering in real-time on their mobile devices. For example, during class discussions, students will offer information on what they are finding that others are saying online about the discussion topic ... showing me how we can use mobile technology to improve learning and help students be critical learners.

Does this process make some discipline problem in the class? especially when most of students are using mobile and some of them may be misusing at the same time in messaging, chatting or opening other sites?

Very interesting question, I have the idea that one of the things that modern technology can do is make learning visible. One interesting example is the 'flinga' app which makes it possible to send drawings/text from (groups of) students via wifi to a smartboard. This makes it possible for teachers to give feedback/discuss students work in a plenary.

In my opinion, the use of this kind of device should be limited in terms of time. The students should be allowed to use the device on when they are ask to by the teacher or lecturer, as in most cases the use of gadgets including smart phones or tablet pc tends to distract them.

Additionally, teacher should also provide guidance or material to be used, instead of just asking them to find additional resources online.

It is a good question to ask, because yes I think students are distracted by their mobile phones. However, in saying that I have found them useful for finding information quickly as Debra suggests. My students have also used them to film dances they have choreographed in physical education teacher education, to critique, and learn from. I have to say I do wander around the classroom keeping an eye on use, but at the same time these are young adults I have to trust their integrity and they have to see I trust them so we can have quality student/teacher relationships. At the university where I teach we have interactive classrooms where iPads are available for all students to use in the class, linked to wifi and TV screens. A case of embracing the technology rather than resisting.

Mobile are part of the set that are integrating ICT in the classroom significantly.

Many teachers propose to do work with photographs and videos taken with cell phones. They can also promoting collaborative and cooperative work through the different types of chats and messages.

Quite a few of my students take a photo, with their mobiles, of the whiteboard that I have written all over during a discussion. The writing goes in as many directions as the discussion and I guess if they were in the classroom at the time they can retain the gist of the conversation and record what how I might have interpreted or taught them at the time. I have to say, I sometimes take a photo of the notes I have made too because as you will know in the course of 'teaching' things can come together in a way that you think 'Wow, I got it that time!'

You are welcome Debra. I also take photos of my students as they work in class, on various activities. My teaching is very experiential... later I use the photographs of the class in power points especially when I have them for other courses in subsequent years. These photos serve as a reminder of what they have achieved previously while in my classes especially in relation to Maori content as I work with them through physical education and outdoor education to become more bicultural in the Aotearoa New Zealand context. The photographs also serve as evidence of my work in teacher education and are waiting for me to use them as part of future research projects....

Recently I designed a delicate experiment which could not be demonstrated to 90 students in different batches. So I video recorded it using mobile camera as I explained the same. It was shown in he class on projector. Video was paused in between. played again and again to discuss minute details and taking observations.

it was appreciated by the students very well.

It is uploaded on utube so that anybody can see it. Now I can show it to next batches also

This can be done in many situations for interactive learning

I use web-based exercises for my students to practice Spanish grammar, vocabulary and listening comprehension online outside the classroom. We use the web site https://conjuguemos.com/. This web-site can be used for Spanish, French, German, Portuguese, and Latin and lets teachers create their own exercises or copy from other teachers or their library. The copied exercises can be adjusted for vocabulary, etc. For the listening exercises, students listen to the recordings provided with the textbook and fill in the blanks in Conjuguemos. Students can see what they've got wrong and what the correct answer should be. If they do not understand, why their answer is incorrect, they can post questions on a discussion board. We use Blackboard, but Facebook could also be used. I answer these questions online as soon as possible. We thus have more time in class for interactive activities such as pair work, group work, games, role plays, etc.

It happens sometimes that students just check the answer without even trying and then copy the correct answers to the questions. I will then see that the student got 0% correct in the first and 100% correct in the second try. So I have now prepared a ppt which I show at the beginning of a semester where I address this problem and ask students if they think that they will learn something from copying. Most students realize how helpful the exercises are and correlation between scoring high in Conjuguemos exercises and midterm and final exams, which are proficiency tests, is usually high.

I remember from reading a Deans newsletter, that already a couple of years ago all new medical students at Stanford University got an iPad as present needed for their courses. So one may ask that class and their teachers how this improved learning and how the new curriculum was adapted.

I know that iPhone (or similar smartphone, iPod) can be used instead of paper-based notices to look up some procedures, medications, phone numbers... One of my former colleagues used his almost 30 year old collection of paper-notes. I preferred an iPod-touch to store some of the information. Another advantage of an iPod/iPhone over classical paper-notes in a clinical setting could be the better disinfection of the surface (and less contamination with infectious diseases).

You might find this graphic helpful - it gives specific examples of how/which apps might be useful in the classroom. It's certainly worth analysis and consideration.

http://www.coetail.com/vzimmer/files/2013/02/iPadagogy-Wheel.001.jpg

I just looked at this graphic, thanks Jakki it is very useful...

Some students just use mobile devices (especially tablets with stylus) for taking notes in the course of the lecture.

Providing the class with online information and examples mediate the act of participation for students.

I give my students a task (I also am very experiential in my teaching) and encourage them use the mobile technology to work on the task. I teach at the university level, so I send groups of students out and have one student stay in the classroom to field group questions. This helps with communication skills, self-regulated learning, information literacy, and problem solving in a complex environment. For example, I had students find out specific information about the university in which they had the class time to go out and interview various people, then come back and give a presentation on what they found out. They used the phone to find out who to speak to, video their interview, then put together a presentation. They also used the phone to take a picture of the instructions on the board and follow any further instructions/clarifications I uploaded onto our LMS.

Possible uses of iPad in class:

Write text in different languages

Screen Capture

Find anything through your Spotlight search

Notification Control Application

Open links in a new page in Safari

e-mail

Photography

Video

Textbook

Notebook

Classroom programming

Scanner

Diary

Dictionary

Reading book

Documentation of mentoring

Dear Fayyaz

The teacher is supervisor, coordinator and facilitator of the learning process

The computer is just a tool . Alone is not able to bring educational advances . A school that decides to use it as a teaching resource needs good teachers , prepared and trained to use the resources offered by this technology system significantly. Put any software for students to use does not generate learning . It is important that the school has an educational project involving the use of computer and its resources . The student can not be a mere typist , but be stimulated to produce knowledge with computer use . In this sense , the teacher should act as a supervisor of the project that is being developed Internet use is also an important case . It is useless to ask a student to do an Internet search without proper guidance . The teacher has to instruct students so that they do not make single copies of texts found on websites . Just copying , students will not learn . Guidelines should be in the direction of how to develop a search , how to find reliable sites , how to generate knowledge with research material , etc. . Another important point is the incentive to create . The student should not be placed passively in front of the computer. Technological tools should serve as a basis for creation. A spreadsheet calculations , for example , can be used for work of Mathematics with statistics , creating formulas and generating graphics. A text editor can be used to create a newspaper with news and information about the content of a discipline . A presentation program ( PowerPoint ) presents numerous possibilities in designing lessons with images , sound and other multimedia elements . The important thing when we use computer resources in the classroom , is not to turn the machine on major educational figure. Teachers and students should assume the role of main characters and use creativity , reasoning and active for the production of knowledge attitudes . Only in this way , students will be preparing for the job market and life

Ironically, as a lecturer in outdoor education, I discourage the use of mobile, iPad etc when I take 3rd year physical education teacher education students on a five day bush based camp. My reason is to encourage the students to remove themselves from their day to day lives by not texting/emailing friends and families. I aim to develop a sense of self and the ability to manage themselves safely in the outdoors without having to rely on someone else. Of course I can see the value of technology for the outdoors in the form of GPS, using phones to take photographs, as a diary etc. And despite being in a remote outdoor location but also within 1-2 hour walk to a road from most of the tracks we use, we utilise satelite phones when groups are away on an overnight hike and camp out. New Zealand bush is dangerous for the ill prepared, the technology I encourage is the use of appropriate clothing, footwear, wet weather gear, and tents.

In the school of one of my daughters, every child got an iPad for their school work. Now after three months of use, I asked her for what she would use it mostly. She said: "I read novels when class is too boring." Their teacher did an experiment, sending a message while they had class (with another teacher) that needed instant reply - he got the replies of 63% of the students within 5 minutes. Looks like these tools are quite distracting. Their teachers should revise their mode of teaching to make it more attractive to pay attention. Giving an iPad to every child is not a solution for ineffective teaching.