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This activity aims to raise students’ awareness of the impact of mobile devices on learning, and to negotiate a fair use policy in class (see Mobile literacy, what is it?).
This activity is an adaptation of Activity 20: Mobile rules in Dudeney, Hockly & Pegrum (2013: 158-161).
Learning outcomes
On completion of this activity, students will be able to
- Discuss possible issues linked to mobile learning
- Reflect on how their devices might help them in their learning, either in class or out of class
- Consider a fair use policy in class
Technology required
Although this activity can be completed within a low-tech environment (i.e. one internet-enabled computer and a data projector), each student should have access to an internet-enabled smartphone (or any internet-enabled device with a screen large enough to read comfortably). It is worth considering how these may become part of the classroom practice.
Procedure
During class
- Introduce the topic by first telling students to take their mobile devices out, and hold them in the air. This will allow you to visually check if everybody has a mobile device to hand.
- Put students into pairs and ask them to interview each other (in the target language) about their mobile device and the use they make of it: what make and model it is, how long they spend on it every day, what can it do, and what they actually do with it every day.
- Conduct feedback using three columns on the board:
- Social uses (texting, Facebook, Twitter…)
- Entertainment (Games, films…)
- Learning (Dictionaries, Exercises…)
- Then tell students you are going to be concentrating on how their mobile devices can help them in class. Ask students what features their devices hold, such as:
- camera (still and video)
- mp3 / podcast / video player
- maps
- eBook reader
- voice recorder
- calendar
- notes
- QR reader
- internet browser etc.
- Once you have a list of the common features on the available devices, put the students into small groups to brainstorm possible uses of these features in class. You can give them the example below to get started:
- Voice recorder: speaking practice / pronunciation practice / interviews / record sections of a lesson…
- Conduct feedback as a whole class.
- Now open the discussion on the possible issues of using a mobile devices in class. Ask students to think about it in pairs. If they need a stimulus you can give them a couple of examples (it is disruptive – checking mails or social networking sites instead of complying with the given task; texting each other answers to quizzes…-, it encourages a ‘screenification’ of yet another area in our lives, it highlights differences between socioeconomic groups etc.). Conduct feedback as a whole class.
- Ask students in small groups to look back at their mobile devices uses and identify which are acceptable in class, which should be implemented, and which are not acceptable. Conduct feedback as a whole class and keep notes on the screen (in a Google Docs for e.g.) or on the board.
After class
Set students a homework writing task in the target language in which they describe a fair use policy of mobile devices in class. You may want to set it as an individual homework or ask students to use a shared document (for e.g. on Google Docs) to modify and add to each other’s ideas.
Related activities
| Context of use | Title | Related themes | Languages |
|---|---|---|---|
| CPD materials | |||
| Mobile literacy, what is it? | EN, FR, GE, IT | ||
| Exploring the potential of mobile devices for language learning | EN, ES, GE, IT | ||
| Activities for the classroom | |||
| M-learning | EN, FR | ||
| Independent learning | |||
| Mobile literacy, what is it? | EN, FR | ||
Source/attribution: Digilanguages. Author: Johanna Keogh
This activity aims to raise students’ awareness of the impact of mobile devices on learning, and to negotiate a fair use policy in class (see <a href=”https://www.digilanguages.ie/mobile-literacy-what-is-it/#/roles?_k=oa7n4d” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.digilanguages.ie/mobile-literacy-what-is-it/#/roles?_k=oa7n4d”>Mobile literacy, what is it?</a>).This activity is an adaptation of <em>Activity 20: Mobile rules</em> in <a href=”/bibliography/#/?_k=2xzfdy” target=”_blank” rel=”noopener noreferrer” data-mce-href=”/bibliography/#/?_k=2xzfdy”>Dudeney, Hockly & Pegrum (2013: 158-161)</a>.<br />Learning outcomesOn completion of this activity, students will be able to<li>Discuss possible issues linked to mobile learning</li><li>Reflect on how their devices might help them in their learning, either in class or out of class</li><li>Consider a fair use policy in class</li>
Technology requiredAlthough this activity can be completed within a low-tech environment (i.e. one internet-enabled computer and a data projector), each student should have access to an internet-enabled smartphone (or any internet-enabled device with a screen large enough to read comfortably). It is worth considering how these may become part of the classroom practice.Procedure<span style=”text-decoration: underline;” data-mce-style=”text-decoration: underline;”>During class</span><li>Introduce the topic by first telling students to take their mobile devices out, and hold them in the air. This will allow you to visually check if everybody has a mobile device to hand.</li><li>Put students into pairs and ask them to interview each other (in the target language) about their mobile device and the use they make of it: what make and model it is, how long they spend on it every day, what can it do, and what they actually do with it every day.</li><li>Conduct feedback using three columns on the board:<ul><li>Social uses (texting, Facebook, Twitter…)</li><li>Entertainment (Games, films…)</li><li>Learning (Dictionaries, Exercises…)</li>
</ul>
</li><li>Then tell students you are going to be concentrating on how their mobile devices can help them in class. Ask students what features their devices hold, such as:<ul><li>camera (still and video)</li><li>mp3 / podcast / video player</li><li>maps</li><li>eBook reader</li><li>voice recorder</li><li>calendar</li><li>notes</li><li>QR reader</li><li>internet browser etc.</li>
</ul>
</li><li>Once you have a list of the common features on the available devices, put the students into small groups to brainstorm possible uses of these features in class. You can give them the example below to get started:<ul><li>Voice recorder: speaking practice / pronunciation practice / interviews / record sections of a lesson…</li>
</ul>
</li><li>Conduct feedback as a whole class.</li><li>Now open the discussion on the possible issues of using a mobile devices in class. Ask students to think about it in pairs. If they need a stimulus you can give them a couple of examples (it is disruptive – checking mails or social networking sites instead of complying with the given task; texting each other answers to quizzes…-, it encourages a ‘screenification’ of yet another area in our lives, it highlights differences between socioeconomic groups etc.). Conduct feedback as a whole class.</li><li>Ask students in small groups to look back at their mobile devices uses and identify which are acceptable in class, which should be implemented, and which are not acceptable. Conduct feedback as a whole class and keep notes on the screen (in a Google Docs for e.g.) or on the board.</li>
<span style=”text-decoration: underline;” data-mce-style=”text-decoration: underline;”>After class</span>Set students a homework writing task in the target language in which they describe a fair use policy of mobile devices in class. You may want to set it as an individual homework or ask students to use a shared document (for e.g. on Google Docs) to modify and add to each other’s ideas.Related activities
| Context of use | Title | Related themes | Languages |
|---|---|---|---|
| CPD materials | |||
| Mobile literacy, what is it? | EN, FR, GE, IT | ||
| Exploring the potential of mobile devices for language learning | EN, ES, GE, IT | ||
| Activities for the classroom | |||
| M-learning | EN, FR | ||
| Independent learning | |||
| Mobile literacy, what is it? | EN, FR | ||
This activity aims to raise students’ awareness of the impact of mobile devices on learning, and to negotiate a fair use policy in class (see <a href=”https://www.digilanguages.ie/mobile-literacy-what-is-it/#/roles?_k=oa7n4d” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.digilanguages.ie/mobile-literacy-what-is-it/#/roles?_k=oa7n4d”>Mobile literacy, what is it?</a>).This activity is an adaptation of <em>Activity 20: Mobile rules</em> in <a href=”/bibliography/#/?_k=2xzfdy” target=”_blank” rel=”noopener noreferrer” data-mce-href=”/bibliography/#/?_k=2xzfdy”>Dudeney, Hockly & Pegrum (2013: 158-161)</a>.<br />Learning outcomesOn completion of this activity, students will be able to<li>Discuss possible issues linked to mobile learning</li><li>Reflect on how their devices might help them in their learning, either in class or out of class</li><li>Consider a fair use policy in class</li>
Technology requiredAlthough this activity can be completed within a low-tech environment (i.e. one internet-enabled computer and a data projector), each student should have access to an internet-enabled smartphone (or any internet-enabled device with a screen large enough to read comfortably). It is worth considering how these may become part of the classroom practice.Procedure<span style=”text-decoration: underline;” data-mce-style=”text-decoration: underline;”>During class</span><li>Introduce the topic by first telling students to take their mobile devices out, and hold them in the air. This will allow you to visually check if everybody has a mobile device to hand.</li><li>Put students into pairs and ask them to interview each other (in the target language) about their mobile device and the use they make of it: what make and model it is, how long they spend on it every day, what can it do, and what they actually do with it every day.</li><li>Conduct feedback using three columns on the board:<ul><li>Social uses (texting, Facebook, Twitter…)</li><li>Entertainment (Games, films…)</li><li>Learning (Dictionaries, Exercises…)</li>
</ul>
</li><li>Then tell students you are going to be concentrating on how their mobile devices can help them in class. Ask students what features their devices hold, such as:<ul><li>camera (still and video)</li><li>mp3 / podcast / video player</li><li>maps</li><li>eBook reader</li><li>voice recorder</li><li>calendar</li><li>notes</li><li>QR reader</li><li>internet browser etc.</li>
</ul>
</li><li>Once you have a list of the common features on the available devices, put the students into small groups to brainstorm possible uses of these features in class. You can give them the example below to get started:<ul><li>Voice recorder: speaking practice / pronunciation practice / interviews / record sections of a lesson…</li>
</ul>
</li><li>Conduct feedback as a whole class.</li><li>Now open the discussion on the possible issues of using a mobile devices in class. Ask students to think about it in pairs. If they need a stimulus you can give them a couple of examples (it is disruptive – checking mails or social networking sites instead of complying with the given task; texting each other answers to quizzes…-, it encourages a ‘screenification’ of yet another area in our lives, it highlights differences between socioeconomic groups etc.). Conduct feedback as a whole class.</li><li>Ask students in small groups to look back at their mobile devices uses and identify which are acceptable in class, which should be implemented, and which are not acceptable. Conduct feedback as a whole class and keep notes on the screen (in a Google Docs for e.g.) or on the board.</li>
<span style=”text-decoration: underline;” data-mce-style=”text-decoration: underline;”>After class</span>Set students a homework writing task in the target language in which they describe a fair use policy of mobile devices in class. You may want to set it as an individual homework or ask students to use a shared document (for e.g. on Google Docs) to modify and add to each other’s ideas.Related activities
| Context of use | Title | Related themes | Languages |
|---|---|---|---|
| CPD materials | |||
| Mobile literacy, what is it? | EN, FR, GE, IT | ||
| Exploring the potential of mobile devices for language learning | EN, ES, GE, IT | ||
| Activities for the classroom | |||
| M-learning | EN, FR | ||
| Independent learning | |||
| Mobile literacy, what is it? | EN, FR | ||
