I’m not going to resist writing about this device, but I will riPhone from Appleeserve my kudos of Apple’s iPhone for a later time. As many of us that have been around mobile devices know, and as was discussed by Karen Fasimpaur and Tony Vincent at the Mid-Atlantic Handheld Conference last summer, the convergence of devices typically diminishes some of the best features of a device. Only time will tell. These are my initial thoughts on the iPhone after watching the keynote presentation.

I am curious about the iPhone because of what I feel is a strong point for Apple, they control the software and the hardware for their products. I must admit that a mobile device running OS X is definitely worth a looksee. The new technology involved with this device is definitely intriquing with sensors that respond to basic uses such as the accelerometer (is this the same accelerometer in the Nike+iPod?), proximity detector and ambient light sensors. These are great innovations for mobile devices, but hardly a selling point for education. My cellphone has been difficult to get audio files (read podcasts) loaded. Hence the reason I still carry three devices, hey, call me Batman. I do like my iPod and have been playing a bit with a pretty cool tool shared by Will Richardson called MogoPop, which has, dare I say it, potential for learning via iPods. I didn’t come across anything about the iPhone being able to handle documents, spreadsheets and other files through the multi-touch screen. Of course, I assume it can still be used as a drive to carry all sorts of files. The 4GB to 8GB is to be expected for such a device, but hardly compares to the 30-80GB iPods some students in the schools in our area carry to class to transfer audio/video projects.

Chew on this:

  1. The fine print located at the bottom of the iPhone page: “This device has not been authorized as required by the rules of the Federal Communications Commission. This device is not, and may not be, offered for sale or lease, or sold or leased, until authorization is obtained.
  2. Developers are not welcome. What is great about the Windows Mobile OS and Palm OS is that it allows for third party developers for applications, which is very important for educators using mobile devices.

Whatdya think?


StudyCell Mobile Flashcards for Cell Phones: Make Your Own or Download. Study Languages, Math, Science, Social Studies, Test Prep, Etc.

This is cool.  However, I haven’t actually seen it on my phone (another Verizon service victim).  My initial thought is that this could be very helpful for some students.  One feature I like is that you can share your “Flash Card Decks” with a “Study Group” that you have established. I can also see teachers using this to provide students who need help questions to focus on.  What else can be done?  I’m not sure at this point, I need to schedule a meeting with Verizon.

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Reorienting Ourselves

I borrowed the title of this post from Marc Prensky’s latest book, “Don’t Bother Me Mom — I’m Learning”. Reorienting ourselves refers to the section on cell phones in education. Yes, I have been a proponent for traditional handhelds, Palm and Pocket PC devices, specifically. However, I am now rethinking what we are missing by not using cell phones in education. Here is a thought provoking passage from Prensky’s book about providing our students with mobile or handheld devices for learning…

A number of researchers are experimenting with mobile devices for learning — but they typically use PDAs, not cell phones. The former are often donated by manufacturers eager to find a new market for their devices.
There are fewer than 50 million PDAs in the world but more than 1.5 billion cell phones. Of course PDA-based research will be useful, but we will not be on the right track until educators begin thinking of using the computing and communication device currently in the students’ pockets to support learning.


…students are far ahead of their teachers on this. The first “educational” use students implemented for their cell phone was retreiving information on-demand during exams. Educators, of course, refer to this as “cheating.” They might better serve their students by redefining open book testing as an open-phone testing, for example, and by encouraging, rather than quashing, student innovation in this and other areas.

Prensky continues by stating that he is against cheating in schools. I don’t think I have to write that I am against cheating as well (but I did). I am for the celebration of the innovation that many students display in their schooling. Sadly, for the most part this innovation goes unnoticed by teachers, administrators and parents alike. Much of the argument against cell phones has been between distraction and safety. In June, the New York City Council banned cell phones in schools claiming they are a distraction to learning. Here’s what I got…

  1. NYPD officers are searching for cell phones in lockers – is this a productive use of tax dollars?
  2. 3000+ cell phones confiscated – That’s 3000 computers that are being taken out of schools.
  3. Students spending up to 4 hours traveling to and from school – Imagine these students on the subway train listening to lectures, podcasts, viewing videos or text messaging their responses to prompts or polls from teachers all related to school work on these commutes!
  4. No mention of cell phones for learning – If cell phones were welcomed into the school and the classroom as an additional tool to use for learning there might be, dare I say, more interest in student learning.

I think that what interests me most of all with cell phone use, and lack thereof in education, is the ubiquitousness of the cell phone. There are 1.5 billion cell phones in the world. In other countries, the cell phone out sells the desktop computer, not so in the “innovative and creative” USA. Let me wrap this up with another quote from Prensky’s book relating to new norms and ethics around emerging technologies:

Some people can remember how rapidly, in the 1970’s, the norm went from “It’s rude to have an answering machine” to “It’s rude not to have an answering machine,” or how quickly the world switched their search engine from Yahoo to Google.

As educators, we all can agree that learning happens all the time. So,
I wonder, why is it that when we teach we confine it to a building and the just
6.5 hours per day? Believe it or not our students are wondering as well.

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