Dominic Mentor

This chapter covers a five-year research project using field observations to document mobile use in different contexts. The critical incident technique is used to interrogate the observation notes, discussions, interviews and reflections. The value of the field observations is important for planning mobile learning initiatives. The observed adults' Personal Learning Environments (PLEs) are interrogated for evidence of learning in the absence of formal assessments in either a formative or summative manner. The time frame and chapter will reveal patterns and behavioral changes which could inform future mobile learning and adoption of mobile technology for education.

This chapter introduces how mobile devices can be used on a personal and macro level for professional development. The chapter also covers theories posited for practical applications from pedagogy and andragogy perspectives. There are multiple layers of considerations in terms of context, content, and collaboration factors to optimize mobile learning. There are more mobile devices in the world than people, and more than three quarters of the world's population already has some type of mobile phone, making it the most wide-spread technology and most common electronic device in people's hands. Un-tapping this ubiquitous technology creates a wide array of educational possibilities. Hence, a mobile first learning design is crucial in organizational leadership and professional development, to help bridge the gap between personal lives, schools, colleges, and the workplace. Furthering the concept of learning is everywhere as a natural segue for ownership of learning and engagement.

This chapter reports on a sustainable model created to increase engagement, success, and retention in a MOOC for learning computer programming within a United States-based national vocational program. The training organization was one of 10 national and regional organizations awarded scholarships by American-based information and telecommunications companies to participate in a MOOC to introduce and learn computer programming. The curriculum was informed and designed by multinational software technology corporations to address the dearth of computer programming talent in the USA. The academic unit set out to convert the poor state of MOOC completion rates, to convert the online opportunity into an active, supportive, and an engaging virtual space with a view to increase completion. Theoretical frameworks of scaffolding the learning and leveraging zones of proximal development were employed with precursor courses to help ramp up knowledge of an unknown subject area and skill. Social ...

This chapter focused on cultivating mobile activism mobile journalism with middle and high schoolers of a town in Long Island. The youth film production effort was in response to a hate crime. An immigrant was attacked and killed by a group of young males after a suspected spree of other attacks that same night. After the murderous incident, immigrant parent and students of the local schools feared for their lives. Working towards the goals, the organizers set out to teach students how to use mobile and computer technologies for filmmaking. Using themes of human rights, they also focused on responding to hate crimes and immigration issues. This chapter offers key discoveries and lessons. The short intensive program provided academic and workforce development skills as well as how to use computer technology for digitizing personal narratives. The program also offered informal academic purposes, along with observations, opportunities, and recommendations from the findings for other K-...

This chapter focuses on using mobile assessment (m-assessment) for teaching and learning in formal and informal education settings. M-assessment has been helpful in making traditional classrooms more interactive and support the individual and class cognitive wealth. Unique affordances of m-assessment can also extend its benefits to digital classrooms, informal and formal learning settings, professional development settings, and other places where learning happens. M-assessment has increased accessibility to assessment, making it available anywhere, anytime, and to anyone.

While there are many educational apps for traditionally taught subjects such as mathematics and science, more specialized curriculum has largely been left unexplored in terms of m-learning. Film studies, an academic discipline that deals with the theoretical, historical, and critical underpinnings of film, is one such subject that has very few mobile applications. This chapter explores creating a mobile application to teach basic approaches to film interpretation and in addition, considers a heutagogical approach in design. Benefits of m-learning include increased delivery options for multimedia, context-based learning support, and the prospects of a more fulfilling learning experience. This chapter provides direction for implementation and evaluation techniques for an introductory film studies module on film noir, which can be integrated into a mobile format to make film theory more relevant and accessible.

Technology has become a driving force of innovation in every industry and professionals need to strengthen their proficiency in emerging technologies to remain competitive. Today’s working world is very demanding of young professionals, as recent graduates are expected to come into their chosen field both knowledgeable and ready to hit the ground running, with minimal on-the-job training. Computer-Mediated Learning for Workforce Development delivers crucial knowledge on how to prepare twenty-first century students for today’s fast-paced workforce. This book explores the use of multimedia programs in classrooms to train students on necessary technology skills through techniques such as game-based training curriculums and massive open online courses (MOOCs). This publication also touches on computer-mediated youth civic action and interaction by examining the use of social media during the Arab Spring, Occupy Wall Street, and Black Lives Matter movements. Filled with critical information on educational technology, mobile learning, and employment preparation, this book is a vital resource for academicians, education practitioners, school administrators, and advanced-level students. Topics Covered The many academic areas covered in this publication include, but are not limited to: Informal Learning Mobile Journalism Mobile Learning MOOCs Online Learning Simulations Teacher Training Technology Integration Virtual Reality Youth Activism

The literature on social connectedness through mobile phone engagement reveals positive tacit opportunities. Mobile phone engagement hosts micro and macro opportunities to start and maintain a sense of social connectedness. Increasing a sense of social connectedness encourages healthier emotional well-being among people, reducing potential feelings of isolation and chances of faster recovery from illness. Mobile social media access, participation and messaging, be it face-to-face, peer-to-peer, group or virtual, through intentional and unintentional social connectedness, may aid the improvement and performance among workers, students and campaigns. Mobile engagement also offers possible improvement in performance and enhanced perceptions of emotional well-being. Engagement through social media networks, mostly accessed via mobile, including mobile gaming, or health monitoring, commenting or posting photos or short texts, increases the production and value of successful maintenance o...

This chapter aims to equip readers with a conceptual understanding to help them leverage experience-based learning in electronic (e) and mobile (m) learning environments. We are in times where learning goals needs to cater to increasingly complex scenarios that require non-didactic methods. Experiential learning emerges as a promising way to deliver such outcomes. David…

The main focus of this chapter will be using mobile assessment (m-assessment) for teaching and learning in formal and informal education. M-assessment has been handy for improving learning realized in traditional and contemporary classrooms such as digital classrooms, informal and formal learning settings, professional development settings, and anywhere that learning happens. M-assessment has increased accessibility anywhere, anytime, and by anyone. Moreover, m-assessment contributed to assessment practice by changing how information is collected and providing various mobile formative and summative assessment tools. Effectiveness of m-assessment for improving learning will be discussed by examining evidences regarding learning achievement, student engagement, and cognitive load. Various challenges of using m-assessment were highlighted. Suggestions for overcoming such challenges and using m-assessment effectively were provided under two headings: (a) smart use and (b) smart design o...

This chapter covers the building of an ecological system to convert a workforce development organization to adopt blended electronic and mobile learning (e&mLearning) as part of its processes and practices. The chapter describes the organic approach to diffuse the technological innovation to cultivating supportive teaching and learning communities. Starting with the process of establishing and implementing an academic vision and strategy, the building of a blended, electronic, and mobile learning criteria taxonomy, as well as a technology integrated educational framework. The results and findings of the implementation of an LMS as the foundation of the e&mLearning vision is also shared followed by recommendations from current successes and organizational needs.

There is a need to move from the hype of tablets and apps to the usefulness and functionality of tablets' hypermedia capabilities to engage K – 12 students and teachers. Tablets are dynamic devices allowing students and teachers to construct knowledge multimodally, individually, and collaboratively. With so many different types of tablet devices, it is important to make well-informed decisions around goals and educational objectives. A hybrid theoretical approach is offered in this chapter that offers guiding markers. Considering the “four Cs” of context, curriculum, content, and collaboration as foundational guidance, this chapter offers insights and support when integrating educational technology. Considering these elements offers clarity for which theories and practical pedagogy would be applicable and how they should be applied for successful tablet educational engagement. The need exists to theoretically and practically plot and plan how to use tablets and apps, making the ...

This paper offers lessons learned from a texting service study conducted at a graduate institution. Text messages with a group of students who subscribed to a university text-messaging service, as well as survey and interview responses, were analyzed for evidence of social connectedness using content analysis techniques. Findings indicate that even though mobile texting is one-to-one communication, one-to-many mobile texting services employed by institutions can engender social connectedness and reduce feelings of isolation. The analysis of the data revealed cognitive and socio-emotional processes that impact people’s need for and connection with their mobile phone contacts. These processes simultaneously fostered social connectedness through diverse texting practices. The study also showed challenges and positive aspects for further research on texting services. These challenges are to meet the needs of different user groups while the positive aspects reflect the power of texting t...

Mobile phone short message service (SMS) or texting is a powerful personal tool that sustains social connectedness. Texting has surpassed mobile voice calling in the USA [8]. However, the power of texting remains untapped within work and educational arenas. This gap exists because there is a dearth in understanding the smaller yet crucial components that are part of successful texting communication. What is missing is an exploration of social connectedness through socio-emotional and cognitive load lenses. The latter facets have implications for the design and success of new texting services. This position paper will address this gap from three perspectives: 1) Understanding social connectedness of texting 2) Socio-emotional elements of texting (portable communities, co-presence) 3) The cognitive elements inherent in texting (temporal, element interactivity)

This article focuses on the relationship between everyday mobile messaging and social connectedness. It highlights studies in which people use mobile messaging as a means of cultivating and maintaining social connectedness. The article delves into the relevance of social connectedness through mobile messaging on a personal, group, and macro level. Included is a review of research studies and their methodologies on how mobile messaging, like texting, has been repurposed within organizations for a variety of service objectives, including mobile learning. The concept of social connectedness, as fostered by mobile phone messaging, is important in people's lives as it reflects their continuous and affective interactions and experiences with a single friend, family member, or a group. The cultivation of social connectedness can be used as an agent for socio-emotional goals that can feed healthy outlooks for various constituents of all ages. The potential constructive impact of social ...

This chapter reports on efforts to create a sustainable model to increase engagement, success, and retention in a MOOC for learning computer programming, for a U.S.-based national vocational program. In 2014, the training organization was one a few national and regional organizations who were awarded scholarships by a telecommunication's company to participate in a MOOC whose curriculum was informed and designed by multinational corporations to try and address the dearth of young computer programming talent. The vocational training program aimed to convert MOOC registrations into active and supported participation, with a view to increase completion. Theoretical frameworks were employed to ramp up knowledge of an unknown subject area and skill. Social connectedness methods were used to create teaching and learning communities (TLC) of support. Key results allowed the organization's trainees to outperform all other participating organizations. Resulting in the organization be...

g is a powerful personal tool that sustains social connectedness. Texting has surpassed mobile voice calling in the USA [8]. However, the power of texting remains untapped within work and educational arenas. This gap exists because there is a dearth in understanding the smaller yet crucial components that are part of successful texting communication. What is missing is an exploration of social connectedness through socio-emotional and cognitive load lenses. The latter facets have implications for the design and success of new texting services. This position paper will address this gap from three perspectives: 1) Understanding social connectedness of texting 2) Socio-emotional elements of texting (portable communities, co-presence) 3) The cognitive elements inherent in texting (temporal, element interactivity)

This study reports on an effort to create a sustainable, blended, mobile and online educational system for a U.S. based national vocational program. The research looked at the current ecosystems within each of the eight city sites before determining an ecological diffusion of technology approach. Organic methods were used to manipulate the adoption of blended, mobile, as well as online teaching and learning. A field observation approach where the researcher identified current states of paper-based models and small pockets of online learning like wikis and blogs, with an inability to model or scale those digital tools. Leveraging a modeling approach, a mobile first eLearning portal was piloted in a staggered fashion, leading to a 100% adoption amongst staff and students. The intentionality behind the modeling approach was to expand adoption to 400% to address semi-and non-academic components of the program. Key results allowed the organization to align its curriculum across cities, and build master courses to offer its corporate partners with quality standards. The flexibility of the organic adoption approach also increased multi-screen access, extending the content delivery and engagement beyond the confines of time and physical space constraints. Be it mobile or computer, the organization transformed learning from a solely instructor-led approach, to accommodate 'flipped' learning engagements, as well as supportive digital and portable learning communities. Through simulations, the organization was also able to incorporate social collaboration, mLearning and interoperable learning tools that cultivated and accommodated differentiated learning and development styles.

... the rationality used in developing presuppositions about social reality, the ethics of their ... issues surrounding die conduct of research in schools during die postpositivist era is essential. ... one school of diought adequately addresses die conceptual issues facing today's researchers ...

South Africa's eleven official languages is an attempt to redress years of language oppression. However, at tertiary level, students are expected to engage academic work in English. The reported inability of some students to construct meaning from English texts and instructions could be addressed with more multimodal means. Print based linear educational methods, lacking in multimodal appeal is not often cited as a causal problem, nor is solutions of that nature forthcoming either. Listening skills of learners have always been important for language learning purposes. Listening aids the second language learners' vocabulary, pronunciation as well as how words are used in complex conversational context. The computer's hypermedia capabilities afford dynamic multimodal opportunities and are used in this e-learning program by "converting" authentic South African media texts, into didactic material. This appealed to learners' multimodal senses and enabled learner...

This is a report on preliminary observations from a collaborative project in New York City conducted between academia and city government. The project selected graduate students as New York Mayoral Fellows to work with specific adult learning sites. The goal was to use social media to extend the learning opportunities of the adult learners and to encourage them to enhance their own life or a small part of the community around them. Observations indicate that a collaborative project of this nature can be highly beneficial for all stakeholders. Adult learners in specific sites of the adult education program were engaged with innovative social media tools and techniques. Amdist different working styles of academia and city government, the project delivered resounding success. Questions of sustainability following the Graduate Fellows' tenure at each site, which will be addressed in the second iteration of this project.

g is a powerful personal tool that sustains social
connectedness. Texting has surpassed mobile voice
calling in the USA [8]. However, the power of texting
remains untapped within work and educational arenas.
This gap exists because there is a dearth in
understanding the smaller yet crucial components that
are part of successful texting communication. What is
missing is an exploration of social connectedness
through socio-emotional and cognitive load lenses. The
latter facets have implications for the design and
success of new texting services. This position paper will
address this gap from three perspectives:
1) Understanding social connectedness of texting
2) Socio-emotional elements of texting (portable
communities, co-presence)
3) The cognitive elements inherent in texting
(temporal, element interactivity)

In this talk, Dominic Mentor talks about the impact of technology on education and the role of mobile phones in the way we communicate with each other and how it is the most powerful communication device around.
Recent follow up work on this include chapters:
2018 https://www.igi-global.com/chapter/micro-to-macro-social-connectedness-through-mobile-phone-engagement/184316

2016 https://www.igi-global.com/chapter/emxc3--emlearning-cultivating-connected-communities/157983

2016 https://www.igi-global.com/chapter/mobile-learning-for-social-change/157989

2015 https://www.igi-global.com/chapter/mobile-phone-use-enhances-social-connectedness/130183

In this talk, Dominic Mentor talks about the impact of technology on education and the role of mobile phones in the way we communicate with each other and how it is the most powerful communication device around.

Dominic Mentor (Ed.D.), is an Associate Adjunct Professor at Teachers College, Columbia University. He initiated and co-teaches the nation's first mobile phone learning class and a course on cognition and handheld devices. His research interests include the social impact and pedagogical potential of mobile communication, social media and mLearning.

Mobile technologies are challenging the role of teachers as students now have access to a wealth of multimodal information and stimuli, which can be either forces of distraction or tools of engagement. Mobile phones, phablets (larger-screen smartphones) and tablet devices are rapidly becoming devices of choice for consuming and producing content, partly because of the easy interface, quick start-up times as well as the availability of a plethora of applications (apps). However, very little guidance or professional development offerings are available for K – 12 teachers, who already suffering from major time poverty on how to use tablets to save time, saving their energy and putting their students first.

Mobile technologies can be incorporated into formal and informal learning spaces as they can extend the formal educational time, and honour a basic tenet that learning is everywhere. Furthermore, mobile technologies can extend and blend formal and informal educational spaces in a manner that can help to engender authentic and autonomous learning habits.

Currently, very few dedicated teacher preparation programs exist for exploring the relation between mobile technologies and learning. By offering a course on mobile learning technologies with solid theoretical foundations, teachers in training have the opportunity to learn which theories and practical pedagogical considerations should inform their mobile teaching and learning initiatives.

A graduate course designed and offered at Columbia University, explores how one can utilize the mobile technologies for learning and the factors to consider. The aforementioned course highlights theoretically informed processes that can stand up to the ever-changing mobile technology landscape. Presenting the project based process designs and a progressive structure of said course will elucidate lessons learned and directions for growth to adapt to changing mobile learning environments.

This m-Class offers in-service and pre-service teachers, as well as graduates from many different disciplines, examples and opportunities to directly engage students virtually, in real-time and asynchronously. The mobile learning course also highlights the multimodal wonder of digital curation through mobile technologies and their ability to prepare and engage students as better autonomous learners within different learning contexts; be it grade level, subjects, or specific projects inside or outside of the classroom.

Apart from the theories, practical pedagogical guides could be served well if informed by the three C’s of context, content and collaboration which further frames the course. Context informs which theories and practical processes to consider as well as the how, when and what of educational devices and/or apps to use, to meet the planned goals and objectives of interactive synchronous and asynchronous educational engagements. While context is crucial, core curriculum and content on a mobile device is dynamic. Taking note of the goals, objectives, context and content has the ability to promote our students as active agents and collaborative participants rather than passive receivers. In short, drawing on a number of different theories and practices, a hybrid approach for teaching and learning with tablets is necessary for successful and engaging activities and address the needs of mobile technological integrated teaching and learning.

Links:

Web:

www.ny1.com/content/news_beats/117128/teachers--class-promotes-cell-phones-as-next-great-learning-tools

www.blogtalkradio.com/elikeren/2009/09/24/a-conversation-with-nabeel-ahmad-dominic-mentor-creators-of-mobile-learning-course-at-columbia-u

www.tcrecord.org/AuthorDisplay.asp

This session reports on the creation and delivery of an innovative mobile health course for students entering and working in various medical fields. While these students would enter a work environment rich with technology and digital data in the age of Artificial Intelligence (AI), their work preparation was sparse regarding technology use. With the lack of universal health care in many states, rising medical costs, and the ubiquity of mobile phones, we pursued how one could utilize mobile devices for both patients and health workers. Furthermore, how could we empower existing and prospective medical and healthcare workers by equipping them with mobile health app development skills? Students also learned how to bridge the gap between business operations, Information and Communication Technology, AI, and their respective health care departments or holistically. All in pursuit of maximizing mobile health learning and for promoting skills development in their work and life in the AI era. The session will also showcase development from paper to digital mHealth app prototypes, learnings from usability tests, the pursuit of transparent and auditable learning analytics,  but also learning compliance on safeguarding patient data and how those could be fed into data systems for inclusive and equitable AI.

Massively Open Online Courses (MOOCs) have grown significantly in our connected world. Globally, people who have an internet connection can join a MOOC course offered by universities and MOOC service providers. The hyped promises of MOOCs have attracted hyperbolic claims, but have seen massive attrition rates. The completion rates are below five percent, but creating virtual and in-person teaching and learning communities (TLC) could help. The TLC approach supported students in a workforce development program to learn computer programming skills and knowledge. Skills that will enable these young adults from impoverished backgrounds to innovate and provide them with opportunities to compete for jobs in the digital economy. The training organization was one of thirty national and regional organizations who were awarded scholarships by a USA based telecommunications company to participate in the MOOC.
The presentation will report on an effort to create a sustainable model to increase engagement, success and retention in an industry informed, computer programming MOOC. The MOOC was focused on 18 – 24 year old’s needing to learn computer coding as an elective within a USA based national training organization. Virtual professional developers supported instructional staff and students prior to, and during the running of the MOOC. The virtual and in-person approach was piloted in a staggered fashion with the intentionality to test the model, and to then expand the MOOC program to numerous other USA cities. According to key results, the organization’s trainees out performed all the other participating organizations. Hence, the organization was awarded 500 more scholarships for computer programming that could be used over a three-year period. The social connectedness theoretical framework, ramp-up prep, mobile learning and TLC model used for the preparatory courses were promoted to the other participating organizations as a means for them to increase their MOOC engagement and completion rates.

Mobile technologies are challenging the role of teachers as students now have access to a wealth of multimodal information and stimuli, which can be either forces of distraction or tools of engagement. Mobile phones, phablets (larger-screen smartphones) and tablet devices are rapidly becoming devices of choice for consuming and producing content, partly because of the easy interface, quick start-up times as well as the availability of a plethora of applications (apps). However, very little guidance or professional development offerings are available for K – 12 teachers, who already suffering from major time poverty on how to use tablets to save time, saving their energy and putting their students first.

Mobile technologies can be incorporated into formal and informal learning spaces as they can extend the formal educational time, and honour a basic tenet that learning is everywhere. Furthermore, mobile technologies can extend and blend formal and informal educational spaces in a manner that can help to engender authentic and autonomous learning habits.

Currently, very few dedicated teacher preparation programs exist for exploring the relation between mobile technologies and learning. By offering a course on mobile learning technologies with solid theoretical foundations, teachers in training have the opportunity to learn which theories and practical pedagogical considerations should inform their mobile teaching and learning initiatives.

A graduate course designed and offered at Columbia University, explores how one can utilize the mobile technologies for learning and the factors to consider. The aforementioned course highlights theoretically informed processes that can stand up to the ever-changing mobile technology landscape. Presenting the project based process designs and a progressive structure of said course will elucidate lessons learned and directions for growth to adapt to changing mobile learning environments.

This m-Class offers in-service and pre-service teachers, as well as graduates from many different disciplines, examples and opportunities to directly engage students virtually, in real-time and asynchronously. The mobile learning course also highlights the multimodal wonder of digital curation through mobile technologies and their ability to prepare and engage students as better autonomous learners within different learning contexts; be it grade level, subjects, or specific projects inside or outside of the classroom.

Apart from the theories, practical pedagogical guides could be served well if informed by the three C’s of context, content and collaboration which further frames the course. Context informs which theories and practical processes to consider as well as the how, when and what of educational devices and/or apps to use, to meet the planned goals and objectives of interactive synchronous and asynchronous educational engagements. While context is crucial, core curriculum and content on a mobile device is dynamic. Taking note of the goals, objectives, context and content has the ability to promote our students as active agents and collaborative participants rather than passive receivers. In short, drawing on a number of different theories and practices, a hybrid approach for teaching and learning with tablets is necessary for successful and engaging activities and address the needs of mobile technological integrated teaching and learning. Presentation: [http://goo.gl/IkE7Kg]

Technology has become a driving force of innovation in every industry and professionals need to strengthen their proficiency in emerging technologies to remain competitive. Today’s working world is very demanding of young professionals, as recent graduates are expected to come into their chosen field both knowledgeable and ready to hit the ground running, with minimal on-the-job training.

Computer-Mediated Learning for Workforce Development delivers crucial knowledge on how to prepare twenty-first century students for today’s fast-paced workforce. This book explores the use of multimedia programs in classrooms to train students on necessary technology skills through techniques such as game-based training curriculums and massive open online courses (MOOCs). This publication also touches on computer-mediated youth civic action and interaction by examining the use of social media during the Arab Spring, Occupy Wall Street, and Black Lives Matter movements. Filled with critical information on educational technology, mobile learning, and employment preparation, this book is a vital resource for academicians, education practitioners, school administrators, and advanced-level students.

Topics Covered
The many academic areas covered in this publication include, but are not limited to:

Informal Learning
Mobile Journalism
Mobile Learning
MOOCs
Online Learning
Simulations
Teacher Training
Technology Integration
Virtual Reality
Youth Activism

What is meant by democratic education? For philosopher and activist John Dewey the concept of democratic education centered on nurturing students’ abilities to observe their environment as well as to encourage their development of creativity. Dewey staunchly supported the designing of educational spaces that linked the students’ life experiences with the classroom curriculum. School for Dewey was not a place for rote memorization and lecture-based instruction, but rather a place where what is taught is directly relevant to the current social circumstance and experience of the student. Dewey sought to connect the social life of the school with that outside of school walls with the intention that students learn to become aware of how their actions affect their peers and others in the larger society (Dewey, 1916). In his seminal work Democracy and Education, Dewey noted that “in the final account, then not only does social life demand teaching and learning for its own permanence, but the very process of living together educates” (Dewey, 1916, p6). In essence one critical purpose of formal schooling is to develop informed citizens who can thrive and contribute to a democratic society.

Building on Dewey’s vision of developing informed and active citizens in a democratic society Westheimer & Kahne (2004) describe three ways that individuals can become civically involved. First, there is the personally responsible citizen who volunteers, and takes seriously his/her role as a law-abiding individual. Secondly, the participatory citizen is active at the local, state or national levels. In schools, for example, students are taught how government works and are provided with opportunities to train and take part in community-based initiatives. Finally, the justice-oriented citizen practices democracy by studying the socio-economic and political structure of society and mobilizing solutions to effect systemic change. The justice-oriented citizen inquires about the root causes of social problems and creates opportunities in community to address challenges and find long-term solutions. Both the participatory and the justice-oriented citizen move beyond the responsibilities of the individual to engage with their communities, and both encourage a certain level of discussion and deliberation to solve problems.

This literature review focuses on the relationship between everyday mobile messaging and social connectedness. It highlights studies in which people use mobile messaging, like texting and mobile multimedia messaging, as a means of cultivating and maintaining social relations.  The literature review will delve into the relevance of social connectedness for person-to-person texting and bulk messaging in the form of organizational texting.  Included is a review of research studies and their methodologies on how mobile messaging, like SMS texting has been repurposed within organizations for a variety of service objectives, including mobile learning. The concept of social connectedness, as fostered by mobile phone messaging is important in people’s lives as it reflects their continuous and affective interactions and experiences, sense of belonging with a single friend, family member or a group. The cultivation of social connectedness can be used as an agent for socio-emotional goals that can feed healthy outlooks for various constituents like learners of all ages to senior citizens.  The potential constructive impact for
people in these communities range from feelings of belonging, perceived usefulness to academic success.

Dominic is the author of Chapter 1. And this pdf file is the sample of chapter 1 from the book "Tablets in K-12 Education: Integrated Experiences and Implications".
For more and detailed information, please look into: http://www.igi-global.com/book/tablets-education-integrated-experiences-implications/104645

The Communication, Computing and Technology in
Education (CCTE) Program hosted a social outreach technology camp for middle and high school youth during August 2006. Four CCTE students availed themselves for this wonderful teaching and learning opportunity to put their skills and theories to practice. Dominic Mentor, Seung-Oh Paek, Dan Hoffman and Anthony Love-Rhodes worked on this project to
offer digital and leadership skills to underprivileged inner city school kids while introducing them to the creative power and
multimodal affordances of computer technology.

Dominic and Nabeel, graduates of the CCTE program, are adjunct professors at Teachers College, teaching two courses: Introduction to Mobile Phone Learning in the CCTE program and Cognition and Hand-held Devices in The Human Cognition and Learning program in the Department of Human Development. Over the past four years they have established this mobile learning course at TC, which was the first course in the country that covered this topic. The two courses differ slightly; the Cognition and Handled Devices course focus on the deeper cognitive perspective of a wider plethora of mobile use for learning.

In a research paper titled “Unlocking Literacy with iPad,” Ohio English teacher James Harmon found that state-compiled statistics indicate that those students with iPad access in the year leading up to the Ohio Graduation Test had a 6-percent greater chance of passing the test’s reading portion than those without, and an 8-percent greater chance of passing the writing portion.

By Margo Pierce09/06/11

Technology has become a driving force of innovation in every industry and professionals need to strengthen their proficiency in emerging technologies to remain competitive. Today’s working world is very demanding of young professionals, as recent graduates are expected to come into their chosen field both knowledgeable and ready to hit the ground running, with minimal on-the-job training.

Computer-Mediated Learning for Workforce Development delivers crucial knowledge on how to prepare twenty-first century students for today’s fast-paced workforce. This book explores the use of multimedia programs in classrooms to train students on necessary technology skills through techniques such as game-based training curriculums and massive open online courses (MOOCs). This publication also touches on computer-mediated youth civic action and interaction by examining the use of social media during the Arab Spring, Occupy Wall Street, and Black Lives Matter movements. Filled with critical information on educational technology, mobile learning, and employment preparation, this book is a vital resource for academicians, education practitioners, school administrators, and advanced-level students.

Topics Covered
The many academic areas covered in this publication include, but are not limited to:

Informal Learning
Mobile Journalism
Mobile Learning
MOOCs
Online Learning
Simulations
Teacher Training
Technology Integration
Virtual Reality
Youth Activism

It is the responsibility of educators to utilize contemporary avenues in order to reach their students in ways familiar to them. When teaching digital natives, new techniques are necessary for making new information relevant to their experience. One way to do this is through the use of mobile devices in curricula. This integration can make education accessible anywhere and to anyone, personalized to each student's schedule and needs.

The Handbook of Research on Mobile Learning in Contemporary Classrooms expounds the current research on m-learning and strategies to leverage mobile devices in educational contexts. It also addresses the importance of communication, community, and mobility in modern classrooms, while offering a comprehensive overview of the theory and pedagogy associated with this new technology. Nonprofit organizers, K-12 educators, administrators, policy makers, students of education, and developers will find this book to be an important research companion.

Topics Covered
App-Based Teaching
M-Learning in K-12
M-Learning in Work Environments
Mobile Activism
Mobile Gaming
Mobile Journalism
Mobile Learning
Wearable Technology
Reviews and Testimonials
This work unites US and international contributors (many affiliated with Columbia University) in instructional technology, education, disabilities, cognitive studies, software development, teaching, and educational games. They give examples of how smartphones, tablets, and other mobile devices can be used for learning at all levels, from apps to teach cooking to preschoolers, to training for mobile journalism. The book’s 19 chapters deal with topics such as mobile-assisted language learning, mobile devices for qualitative formative assessment, augmented reality technologies in education, collaboration via technology in the K-12 classroom, and mobile learning for sales force development. Of special interest is a case study of learning apps for a curriculum on film noir. The book includes b&w photos and process diagrams.