1. No category

Please switch your mobile phones
ON
in the classroom!
Debbie Soccio
Manager – Teaching and Learning
Victoria University
[email protected]
03 9919 7918
Today’s Session
• Will provide an overview to some of the facts
about mobile phones
• Will focus on SMS texting
• Will be chaotic
• Will not be hindered by technological issues
• Will be fun
• Will inspire you to have-a-go…
Mobile Phones…why are they so popular?
• Adoption of mobile phone technology reflects
• Portability of mobile handsets and PDAs
• Inclusion of features such as digital camera and
sound files
• Ability to send/receive SMS and MMS
• Privacy offered by mobiles…”ownership” by an
individual…
• Balance between maintenance costs and willingness
to pay for a premium to access the network.
Mobile Phone Evolution
• 1G – used analogue technology for the
transmission of voice traffic
• 2G encompasses competing standards or
personal communications service (PCS). It
uses digital technologies that enabled better
audio quality in voice transmissions,
increased capacity on networks. Most
Australian mobile consumers rely on a 2G
phone.
Mobile Phone Evolution
• 3G – extension of the main 2.5 G standard
and designed to enable rapid transmission of
very large quantities of data…video clips and
MMS…slow uptake…
Mobile Phone Facts…
• Mobile phone use amongst children is high and
increasing, with a quarter of 8 to 13 year olds now
making use of mobiles. Parents’ concerns about
their children’s use of mobiles generally relate to the
costs of use, and not content issues. However this is
likely to change as it becomes easier to access a
wider range of content on mobile devices.
http://www.aba.gov.au/newspubs/news_releases/archive/2005/34nr05.
shtml
SMS Technology
SMS – Short message system or short message service or texting.
• Ability to send and receive text messages to and from mobile
phones, Personal Digital Assistants (PDAs) and personal
computers.
• Text can be comprised of words, numbers or an alphanumeric
combination of the two.
• Each short message is limited to 160 characters when using
Latin alphabets and 70 characters using non-Latin alphabets
such as Arabic, Korean or Mandarin.
• In Australia and New Zealand SMS took off after 2001, driven by
the professional and under-20s cohort before being embraced by
most mobile users.
SMS Technology
However:
• Most SMS traffic involves consumers sending
text from a mobile phone keypad; some
network operators report that 90% of total
SMS traffic relates to simple person-to-person
messaging.
• In business, text messaging occurs to
potential clients from a computer.
MMS Technology
MMS involves delivery to a mobile phone (or to a
device such as a PDA) of what is often characterised
as ‘rich messaging’ or multimedia presentations.
These include:
Pictures
Screensavers
Cartoons
Maps
Animated postcards
Greeting cards
Business Cards
MMS Technology
MMS messages can feature
• Text
• Sound
• Moving/still images.
They are typically designed for a small screen
(rather than for a desktop or traditional TV screen)
MMS Technology
Low uptake appears to reflect
• High network charges, particularly for messages sent from one
network to another
• Lack/unreliability of infrastructure in some network locations.
• Difficulties in exchanging messages from network to network
• Competition with other technologies, including SMS, email,
Bluetooth and WAP
• Unavailability of premium MMS offerings
• Lack of confidence in using a technology that is more complex
than SMS.
Handheld PDAs
What can your phone do?
What can a Personal Digital Assistant do?
Are they the same? Different?
SMS Technology
Not so long ago…in 1992:
• It was envisaged SMS would be a tool for
voice mail notification – implicitly as a
pager.
• In several countries there was significant
early growth as particular demographics
(kids, professional, drug dealers) used the
technology for person to person messaging.
SMS Technology
• Uptake of SMS…US, Australia, NZ and Europe has
been explosive, but has now levelled off to about 1520% per year.
• 2003 Report Australian Communications Authority
indicated that around four billion SMS messages were
sent in Australia during 2002-03…an average of 294
messages per mobile phone (up 44% on the
preceding year).
• There were roughly 14.3 million mobile phones at that
time (3 million more than fixed line connections)
• ACA estimated that SMS was used by 57% of
households.
SMS Technology
SMS traffic in Vodafone UK network hit
• 600,000 messages per month in 01/1998
• 22 million in 05/2001
• 257 million messages per month in 09/2001.
• 06/2002 average daily number of messages in the
UK was 45 million.
• 2.13 billion messages during 03/2004
• 2.8 billion messages during 08/2005.
SMS Technology
Australia - 2001 Telstra Annual Report
• 70 million text messages were sent each month by
its subscriber base.
• 65% were one-off messages and the others involved
an exchange of an average of 4 messages.
Australia Optus’ Report
• 65 million messages per month in March 2001.
• SMS traffic at both telcos was up by 100% over the
previous year.
SMS Technology
• Mid- 2003 SMS traffic on the Telstra and Optus
networks had risen to 250 million per month.
• Worldwide: SMS was belatedly making a
breakthrough among the middle aged (and middle
class) mobile phone users in the EU and the US.
• Globally, SMS use grew by 10% through 2001, with
the highest growth among the post-35 cohort.
Among those age 35-54 SMS use grew by 20%
• 55-64 and 65+ cohort, SMS use grew by 14%.
Student Usage and Ownership 2006
School of FEAES
Access to Technology
DVD Player
CD Player
800
700
Phone
no camera
600
Phone
with camera
500
Digital
Camera
Video recorder
Portable
Digital Video
Walkman
400
Computer
Camera
Internet
Access
300
USB Stick
200
100
0
Home Only
Computer
Internet Access
USB Stick
Video recorder
DVD Player
CD Player
Phone no camera
Phone camera
Dig Camera
DV Camera
Port Walkman
Student Access to Mobile Phones
• From left to right on the lower axis, the technologies
have been clumped together based on similar types of
technology (or those that would seem to go together
naturally). However, they are also listed in some basic
order of what might be deemed to be older or more
common technologies
• Whilst, approximately 65% of students are not
accessing the use of a computer within the home
environment, there are some amazing results in
relation to other technologies within the home
environment.
Student Access to Mobile Phones
Here are some figures:
• Of the 1048 surveys received, only 67 students did not have a
mobile phone. That means, 94% of students have access to a
mobile phone. This is not reflected in the above graph as a
whole figure, but is broken down into two figures – mobile
phone with a camera, mobile phone without a camera. It is
important to note that in some instances, students identified
as owning both types of mobile phones.
• This figure does not in any way reflect ability to use the
phone, which when looking at the proficiency levels, as
recorded by the students was predominantly limited to good.
However, it does tell us something about the uptake of
technology that occurring, even in older students who may
not have access to many other forms of technology.
Student Access to Mobile Phones
The implication for this is that we should be considering how the
use of mobile phones can be used in the classroom.
• Do we have a responsibility to teach students better skills in
using this technology?
• Can we embed the use of mobile phone SMS text messaging
into our classroom practice in a very simplistic manner? (For
example, administrative purposes, for cancelled classes or
changed timetable arrangements, for assignment reminders,
for notification of return to classes, for enrolment and
information session times)
• Do we, as teachers have the skill to teach or embed the use of
basic SMS text messaging into our classrooms?
• If not, what do we need to do to empower teachers to be
competent in this?
Which technologies do we use?
• At present, the newest technologies are portable hand held
devices which embed a range of technologies into one; phone,
music device, computer, internet compatibility and as these come
down in price the affordability of the item means that many
students will purchase them.
• Already there is evidence in some departments’ results that show
students, even with the least access to technology, are
purchasing and using USB sticks and MP3 Players.
• The cost of these items is as low as $30.00 and so is affordable
as a means of active participation in the new technological world
for our students.
SMS Messaging
So, what kind of messaging do we do?
• Ringme
• Lovu
• Yes
• Iw2hybabs…I want to have your babies
• No…
I do! I do!
Marriage proposals
• 1% UK subscribers have proposed marriage
(GSM Association)
• 2% of US adults propose marriage via text
(Tegic) …2% breaking up by SMS
• Compared with 13% of Italians and
• 12% of Chinese subscribers…
Breaking Up is Hard to Do…
SMS used to end relationships: send a text message and
move on.
• Macquarie University researcher Natalie Robinson studied the
texting habits of 100 young people aged 18-35 and found SMS
messaging increased when relationships were beginning or going
through a rocky period.
• "People used text messages to show their negative feelings
rather than talking face-to-face," she said. "This might be
because text messages were less confrontational and more
distant."
• The clinical psychologist said she was surprised to find 15
percent of participants had dumped a partner via text messages.
Sydney, October 14, 2005 - 2:17PM
http://www.aba.gov.au/newspubs/news_releases/archive/2005/34nr05.shtml
Breaking Up is Hard to Do…
• Overall, women were more likely to send text messages telling
their partner how they were feeling, while men were more
comfortable with practical texts such as "I'll pick up dinner on
the way home".
• Robinson said people often used texts to keep tabs on partners
who were out socialising with friends, creating the potential for
friction.
• "The receiver of this message may interpret this in a number of
ways, such as, 'my partner cares about me and just wants to
know what I am doing' or alternatively, 'my partner is suspicious
and doesn't trust me and wants to know what I am doing'," she
said.
Sydney, October 14, 2005 - 2:17PM
http://www.aba.gov.au/newspubs/news_releases/archive/2005/34nr05.shtml
Salvation
• 2001, Rebecca Fyfe, stranded off the coast of Bali,
sent an SMS call for help to a friend in England. He
contacted UK coastguard, who contacted Aust
Coastguard, who called the Indonesian embassy in
Canberra, who called the Indonesian authorities,
who sent an Indonesian navy gunboat to Fyfe’s
rescue.
• Rachel Kelsey, stranded in the Swiss Alps in a
blizzard, sent an SOS SMS to a friend in London,
who contacted mountain rescue team in Zurich.
Salvation…of a different kind
Bible Society of Australia launched the 1st SMS Bible.
• Verses can be downloaded with the site, with
senders charged standard SMS costs for sending
messages via their own carrier.
So, an example…
In da bginnin God cre8d da heavens & da earth waz
barren, with no 4m of life.
Blocked Networks?
Ever wondered why you can’t get through on
New Year’s Eve?
• 205 million texts on Christmas Day, 2006
• 214 Million on New Year’s Day, 2007
The Bad News
• Unsolicited advertising
• Poor practice by some operators, in particular
providers of ‘free SMS” services
• Infections
• Bullying and stalking
• Perceptions that the use of SMS somehow occurs
outside the law or beyond the reach of government
agencies.
• In NSW, (2004) Education Department announced that
sending threatening SMS – now fashionable among
bullies in school playgrounds – was a ground for
suspension or expulsion.
Addiction
• Email addiction, contact addiction and cyberaddiction…now we have SMS addiction (or
commonly known as bad manners).
• TMI – text message injury (aka
tenosynovitis) from little keypads. Virgin
Mobile published Practicing Safe Text site.
• Virgin Australia…July 2003 National Day of
Safe Text….
Teaching Text Messaging
The move to teach text messaging in some
Victorian high schools has sparked more
acrimony between state and federal education
minsters.
http://www.abc.net.au/worldtoday/content/2
006/s1760068.htm
What the?
Shakespeare’s Romeo and Juliet…
FeudTween2hses—Montague&Capulet.
RomeoM falls_<3w>_JulietC@marySecretly
Bt R kils J’s Cox&isbanishd. J fakes Death. As
Part of Plan2b-w/R Bt_leter Bt It Nvr Reachs
Him. Evry1confuzd—bothLuvrs kil Emselves.
Teaching Text Messaging
Activity: Investigate the language of SMS. (SMS abbreviations)
1. READ THE WHOLE SHEET FIRST
2.
Click on the link at the end of the instructions (today, look at the handout)
3.
Select a letter for SMS language to investigate. eg 'C'
4.
Have a look through the abbreviations and their meanings
5.
Have a look through some other letter as well...maybe 4 or 5
6.
Answer the questions below in groups of 3.
When you completed everything, write a message on the sheet of paper provided to the group
using SMS language.
Now that you have had a look at some words and their meanings answer the following questions
in SMS language if can.
Staff Usage and Ownership 2006
Access to Technology 2
40
35
30
25
20
Home
Work
Study
NO
15
10
5
0
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Fe
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ow
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SS
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ay
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M
ile
ob
a
er
a
er
am
C
am
C
A
PD
M
V
D
ig
D
Staff Usage and Ownership 2006
Proficiency in technologies 2
25
20
15
Limited
Good
Excellent
10
5
0
ed
Fe
t
as
ic
us
m
er
ay
Pl
d
oa
nl
ow
D
SS
R
od
dc
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Staff and mobile phone usage
•
•
•
•
•
•
Unlike the student ICT survey results, the figure for staff access to mobile
phone usage also reflects their ability to use the phone, which when looking at
the proficiency levels, as recorded by the staff was predominantly excellent. It
does tell us something about the type of technology that is occurring, even in
older staff.
The implication for this is that we should be considering how the use of mobile
phones can be used in the classroom.
Can we teach staff better skills in using this technology?
Can we embed the use of mobile phone SMS text messaging into our classroom
practice in a very simplistic manner? (For example, administrative purposes, for
cancelled classes or changed timetable arrangements, for assignment
reminders, for notification of return to classes, for enrolment and information
session times)
Do we, as teachers have the skill to teach or embed the use of basic SMS text
messaging into our classrooms?
If not, what do we need to do to empower teachers to be competent in this?
Interesting Ideas
•
•
•
•
•
•
•
Homework reminders
Timetable changes
Absent teachers, change of classroom
Excursion reminder
Assignment due date reminder
Seeking assistance
Words of support to students
Interesting Ideas
• Selling books at the end of the year to next
year’s students
• Reminders: late fees at library, enrolment
fees outstanding, enrolment day.
• Study of the language of SMS history…
Interesting Ideas
• Using a technology everyone knows…confidence,
can-do effect.
• Stores a large amount of data…but what is most
important?
• Poems and stories can be presented orally, rather
than (or as well as) written.
• Audio may help with pronunciation of words
(phonics and LOTE)
• Podcasts – downloaded MP3 files.
(see http://www.apple.com/au/education/ipod/lessons/)
Interesting Ideas
• Review and study of a lesson if it is recorded and
downloaded (to a phone or computer) for accessing
out-of-class….access anywhere, anytime.
• Students can record actual conversations, word
pronunciation etc.
• Photographing whilst on an excursion.
• The use of small portable devices will free up the
reliance on ‘booking’ a computer lab…provide a
more authentic embedded use of technology.
• Connectedness with the world.
Interesting Ideas…NSW Education
Department
• Release of results by SMS text message – 1977 2346
• Students who want to automatically receive their HSC results by SMS
can pre-register for the SMS service by text-messaging their student
number and PIN to 1977 2346.
• A return text message to the student confirms that they have registered
for the service and the results will be sent to their mobile phone at
approximately 6 am on 19 December.
• Students who do not pre-register can still get their results by SMS by
messaging their student number and PIN to the service after 6 am on
19 December.
• Students should check that their phone is in credit, that they have
Premium rate access on their phone, and that there is room for
messages in their phone’s inbox.
• The SMS service charge is a flat rate of $1.10.
Interesting Ideas
• Resulting from extensive market research the
company carried during 2001, MGM Wireless identified
the growing difficulty Schools were experiencing
contacting hard-to-reach Parents and Caregivers.
• In October 2003, within weeks of completing the
original messageyou™Schools solution, all five schools
started reporting staggering improvements in student
attendance – and praises and accolades from parents
and the community.
http://www.mgmwireless.com/oceania/faq.html
…yes, but what about the distractions!
•
•
•
•
•
•
•
Hard to monitor what they are doing…
Student not focussed on the task…
Children growing up too quickly…
Misuse of class time…
Inappropriate use…photos, voice, SMS…
Cheating in exams…
Theft
What can you do with mobile phones?
Consider the following questions:
• How could you use mobile phones with your
class?
• What would you be teaching?
• What is the benefit?
Set the standards
•
•
•
•
Model their educational use
Establish a policy for use in the classroom
Ensure privacy issues are addressed
Don’t complete with their use…have a 15
minute “phone off period”
• Best practice – use them wisely!
Access and Equity
•
•
•
•
•
•
•
•
Some questions to consider in integrating these newer portable devices include:
Which of the older technologies do I need to know how to use to better master
the newer technologies?
Which technologies because of cost are beyond the limits of the students
financially or technically?
Which technologies can the student get access to outside of the teaching and
learning environment?
Which technologies if embedded into the teaching and learning environment will
disadvantage the student?
Which technologies can the educational environment afford to purchase and use
as part of the learning process?
What underpinning skills and knowledge will need to be included for the
learners to actively use the technologies?
What underpinning skills and knowledge will teachers need to develop to
adequately use in their teaching and learning environment?