What Does Ubiquitous Computing Mean For Teaching and Learning?

Ubiquitous access to digital technologies changes what is pedagogically possible in at least three ways. First, ubiquitous access to the Internet and telecommunications technologies changes classrooms into places with access to abundant resources and rich connections to the world. Second, ubiquitous access to a variety of digital devices and multimedia tools makes it possible to create, analyze, synthesize and communicate knowledge using a rich variety of media forms. Third, ubiquitous access to digital tools that automate lower level skills allows students to concentrate on higher level thinking, and lessens the skill levels needed to explore a range of complex topics. (See The Educators Manifesto; http://www.ilt.columbia.edu/publications/manifesto/contents.html)
However, we must do more than fill classrooms with abundant technology before what is pedagogically possible can become reality. We must rethink teaching and learning to take advantage of the unique affordances of digital computing.
To take full advantage of the potential inherent in ubiquitous computing, teaching must be reconceived from instructing to conducting learning. Teaching and learning must no longer be thought of as bound by the school building or the school day. Curricula must be redefined to meet 21st Century skills and needs. Click here to explore rethinking teaching for ubiquitous computing.
In addition, students need to become more responsible for their own learning to take full advantage of the potential inherent in ubiquitous computing. Four inter-related areas in which ubiquitous access to digital technologies can support learning that is more student-centered include: enhanced engagement and motivation, greater individualization and choice, support for collaboration and peer learning, and the inclusion of all students in learning communities. Click here to explore rethinking learning for ubiquitous computing.

Last updated on 05/12/2006