6 Explanation of the Text资料文件与下载

Mobile   Learning: No Longer About the Technology, but About the Learning

Let’s start with the blog’s   ending: A transition[i],   quietly but most assuredly[ii],   has occurred[iii]:

Today, in 2016, discussions   under the heading “mobile learning” are becoming more about how   “all-the-time, everywhere learning” can be supported with “mobile”   technology.

Yesterday, in 2010, discussions   about “mobile learning” were about what technology — what devices, what apps   — should be used in the classroom.   The change in what mobile learning means isn’t just academic quibbles[iv];   rather, the change in what mobile learning means has huge pedagogical implications[v].   In 2010, Apple begat[vi]   the iPad, a 9.7-inch-screened, lightweight, flat[vii],   touch-enabled[viii],   tablet and it was an overnight[ix]   commercial[x] success.   For adults, with briefcases[xi]   and big purses, iPads were “mobile” devices. But, in the classroom, at the   end of the period of using the iPads, students put them back into the charging cart[xii]   — just about what they did with laptops[xiii].

But, what differentiated[xiv]   the iPads from the laptops in K-12[xv]   was the software: iPads ran “apps” — lightweight, single purpose,   typically free, easy to use software — not “applications” — multi-purpose,   not typically free, not particularly easy to use, software. And, since   the “apps” were native — that is, an app only ran on an iOS device or only   ran on an Android device (yes, there were about four or five non-iOS tablets   in K-12 classrooms) — the iPad/Android apps weren’t available[xvi]   to the Windows/Mac laptops.

To explore[xvii]   the use of predominantly[xviii]   iPad technology in K-12, sessions[xix]   on “mobile devices” sprang up[xx]   at conferences[xxi]   in 2011 and 2012. In 2011 and 2012, the Horizon report included a   section on “Mobile Devices and Apps.”

But — aha! — in 2013 the   Horizon report dropped[xxii]   the section on “Mobile Devices and Apps” and included a section on “Mobile   Learning.”  The transition was   beginning! Why 2013? According to a Wall Street Journal article, Chromebooks came onto[xxiii]   the scene in 2013 like gangbusters[xxiv].

“Chromebooks’ share of the K-12   market for tablets and laptops exploded[xxv]   from just 1 percent in 2012 to 19 percent in 2013.”   What’s a Chromebook? Like the iPad, it is   lightweight, but like a laptop, it has an attached[xxvi]   keyboard. Is it a mobile device? It doesn’t matter, Chromebooks are K-12’s new shiny object[xxvii]   — and here’s why:

In our opinion, a major failing   of the iPad in the K-12 classroom was the lack of easy access to “student residue[xxviii].”   There was little   information available to the teachers after the students played an iPad game,   and whatever information there was, it wasn’t easily accessible, e.g., a   teacher would need to go to that student’s iPad or visit a website, log in an account[xxix],   etc. Way too time consuming[xxx]!

In contrast[xxxi], Google understood that software, specific to   K-12, was needed to make the hardware truly usable by teachers. Along with the Chromebooks   came Google Apps for Education and the Google Classroom, a CMS (classroom   management system). While   calling the Google Docs Editor (Google Sheets, etc.) an “app” is, ahem, stretching[xxxii]   the definition of the term “app,” the linkage[xxxiii]   of those “apps” to the Google Drive storage[xxxiv]   and to its Classroom make it easy for a teacher to access “student residue,”   i.e., the files the students create (or co-create).

(Yes, in 2016, Apple announced   iOS 9.3 that makes it easier for teachers — and IT administrators — to create   student accounts on a device, and even patched[xxxv]   it quick to run on iPads 2’s — but making student artifacts[xxxvi]   easy to access? Maybe in the next version …)

So, in 2016, what is “mobile   learning” where more than 50 percent of the devices sold into K-12 are   laptop-like Chromebooks?

At the 2016 ISTE Conference, at   sessions as diverse[xxxvii]   as “Mobile Learning in Teacher Education” and “Mobile Learning Playground,”   the following devices were permitted to be used: “Laptop: Chromebook, PC,   Mac; Tablet: Android, iOS, Windows.”

Sounds like the kitchen sink[xxxviii]   of devices; laptops are now included in “mobile learning” sessions!

Let’s end where we started:   “Mobile learning” is about learning first and   foremost[xxxix], and about accommodating[xl]   learning wherever and whenever a learner — teacher or student — is engaging   in learning.  Mobile learning recognizes   that learning doesn’t just happen in the computer lab full of desktop (or   laptop) computers; learning happens all-the-time, everywhere. Indeed, as we move from 1-to-1   — every student has a computer — to 1-to-many — where every student has   multiple computers — having a computer available to support learning whenever   and wherever is now quite possible!

移动学习：从技术向学习的过渡

让我们从博客的结尾开始：一个悄悄发生的变化确实已经发生了：

今天，在2016年，在“移动学习”标题下的讨论越来越多地涉及如何通过“移动”技术支持“随时随地学习”。

而在2010年，有关“移动学习”的讨论是关于在教室中应使用什么技术（什么设备和什么应用程序）。   移动学习的变化不再仅仅是学术上的小问题，相反，移动学习方式的改变意味着对教学方式的巨大影响。

2010年，苹果公司推出了9.7英寸的平板电脑iPad，轻巧、平板，而且支持触屏，一夜之间便取得了商业上的成功。对于携带公文包和大钱包的成年人而言，iPad就是“移动”设备。但是，在教室里，用完iPad的学生会将它们放回充电车中——他们也是这样使用笔记本电脑的。

但是，iPad与K-12教育中使用的笔记本电脑的区别在于软件：iPad运行的是“app”——即轻量级的，目的单一的，通常免费的，易于使用的软件；而非“application”——多功能的，通常不是免费的，不是特别易于使用的软件。而且，由于“apps”是本地的，也就是说，一个app只能在iOS设备上运行，或者只能在Android设备上运行（没错，在K-12教室中大约有四到五个非iOS平板电脑），因此iPad / Android的“app”不适用于Windows / Mac笔记本电脑。

为了探索在K-12中主要应用iPad开展教学的可能，2011年和2012年的大会特设了有关“移动设备”的分组讨论。在Horizon的2011年和2012年的报告中，包括了“移动设备和APP”部分。

但是——哇！——在2013年，Horizon报告又删除了“移动设备和App”部分，取而代之的是 “移动学习”部分。转变开始了！为什么发生2013年？《华尔街日报》的一篇文章认为，原因是Chromebook在2013年气势汹汹地进入了计算机市场。

“Chromebook在K-12平板电脑和笔记本电脑市场中的份额从2012年的1％激增至2013年的19％。”     什么是Chromebook？像iPad一样，它很轻便，但是像笔记本电脑一样，它还带有键盘。那它还算是移动设备吗？这并不重要了，因为Chromebook成为了K-12的新宠——原因如下：

我们认为，iPad在K-12教室中的主要失败之处在于缺乏轻松获取“学生遗留信息”的能力。在学生玩完iPad游戏之后，教师几乎获取不了什么可用的信息，就算有信息，也很难获得。例如，老师需要找到该学生的iPad或访问网站，接着进行登录帐户等一系列操作。这太浪费时间了！

相比之下，谷歌认识到专用于K-12的软件需要做到能帮助教师真正使用硬件。除Chromebook之外，还有应用于教育的Google Apps和CMS（教室管理系统）Google Classroom。在打开Google文档编辑器（例如Google表格等）时，“app”不仅仅是app，这些“app”与Google云端硬盘存储空间及其“课堂”的链接使操作变得简单，让教师能轻松访问“学生遗留信息”，即学生创建（或共同创建）的文件。

（是的，Apple在2016年发布了iOS 9.3，该版本使教师（和IT管理员）可以更轻松地在设备上创建学生帐户，甚至可以对其进行修改以便在iPad 2上快速运行，但能不能轻松访问学生的信息和文件？也许要等到下一个版本了...）

2016年，K-12购入的教育设备中有50％以上都是笔记本电脑式的Chromebook。那什么又是“移动学习”呢？

在2016年ISTE大会上，在“教师教育中的移动学习”和“移动学习场”等不同的分论坛上允许使用以下设备：“笔记本电脑：Chromebook，PC，Mac；平板电脑：Android，iOS，Windows。”

这听起来像是电子设备厨房水槽（大乱炖）；笔记本电脑现已被纳入“移动学习”会议中了！

让我们在结尾回到开始的问题：“移动学习”首先指的是学习，并且要在学习者（老师或学生）参与学习的任何时间和地点进行适应性学习。移动学习认识到学习不仅发生在摆满台式机（或笔记本电脑）的计算机实验室中；每时每刻都可以学习。的确，随着我们从1对1（每个学生都有一台计算机）到1对多（每个学生都有多台计算机）的转变，现在有可能随时随地使用一台计算机来支持所说的学习！